Earth Kids Space
Report on Operations for 2005
New Plan for “The Program for Children’s Activities in Local Community”
Community Classrooms for Children Project: project under consignment by
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) of Japan

Ideas for Nurturing Spirit and Life

r!
e
th
ge
o
t
et
I like you all! Everybody, gManagement Committee: The Goi Peace Foundation

that ca
nb
ings
Th
e

s of tomorrowult
adtoday for t
ne
he
do

The Program for Children’s Activities in
Local Community of The Ministry of
Education, Culture, Sports, Science andTechnology (MEXT) of Japan

Commentary
The Ministry of Education, Culture, Sports, Science andTechnology (MEXT) of Japan has proposed a “Plan to Regenerate
the Educational Potential of Local Community” and is carrying out
specific programs to achieve its goals. Under this plan, MEXT seeks
to involve society as a whole in efforts to enrich the environment for
nurturing children, using community-based projects which, with adultcooperation, offer children opportunities to participate in various
experiential programs and to interact with different people. Launchedin fiscal 2004, the “Community Classrooms for Children Project” is athree-year project designed to contribute to regenerating the educational
potential of local communities. Under this project, events wereorganized at 5,364 locations around the country in fiscal 2004 and at
another 7,954 locations in fiscal 2005. For fiscal 2006, it is projectedthat events will be held at another 10,000 locations.
With adults cooperating as security managers and instructors,
community sites have become safe and secure enough to open to thegeneral public and are being used for a variety of activities.
One recent aim is to have each “Program for Children’s
Activities in Local Community” take root and continue as a project
identifi ed with that particular community. Toward that end, thefoundation is planning to hold training sessions and symposia across thecountry in fiscal 2006 to support information exchange and networking
among the key people involved in these local programs.

01

EARTH KIDS SPACEIntroduction
Based on a consignment by the Ministry of Education, Culture,
Sports, Science and Technology, the Goi Peace Foundation
developed 21 “Earth Kids Space” sites nationwide in fi scal
2005. Earth Kids Space programs are a part of “the Community
Classrooms for Children Project” (Program for Children’s
Activities in Local Community) proposed by.
The Earth Kids Space program offers a new kind of activity
place in their local community, where they can gather freely
with adults and participate with them in a variety of enjoyable
learning activities. It also aims for fi nd and learn special giftfrom children which they carry.
In an open and friendly atmosphere, Earth Kids Space events
enable children to nurture a spirit of love, harmony andappreciation while facilitating a greater personal awarenessof tolerance and altruism. Children participate with adults inhands-on activities designed to impart a deeper knowledge ofthe culture of their communities, an appreciation of different
cultures, and insight into matters of “spirit and life.”
The Earth Kids Space program also supports the goals of the UN
Decade of Education for Sustainable Development (2005-2014)
and takes up issues that further those goals.
On the occasion of the publication of this report on operations
for fiscal 2005, we express our appreciation to all those in thecommunity who have provided guidance, including members ofthe various boards of education, governmental bodies, and NGOs
and NPOs, as well as business enterprises.
The Goi Peace Foundation
March 25, 2006

Earth Kids Space ◎ Report on Operations for Fiscal 200501

Growth, vitality
andexcitement:

the expanding reach of Earth Kids Space
From Sapporo in the north to Kagoshima in the south, Earth Kids Space programs are now being offered in 21 locations
around the country. In the project’s first year, these programs have provided communities with consistently outstanding
service, beginning with their maiden activities in May 2005. The Earth Kids Space project was developed by the Goi
Peace Foundation under a mandate from the Ministry of Education, Culture, Sports, Science and Technology, with themission of carrying out activities that support the ministry’s “Program for Children’s Activities in Local Community”
initiative. In their first year, Earth Kids Space organizations held an average of more than 60 events each, reaching a totalof 1387 nationwide. During the year, their events drew countless numbers of children and attracted the participation andsupport of parents and other community members. Here is our report on the laughter-filled events that highlighted thefirst year of the program’s operations.

●Honjo (Saitama Pref.)Sapporo●Koganei (Tokyo)

笊 Hokkaido, Sapporo city 笆 Lifelong Learning Center and other locations 笳 Hiroshi Sato 笘 “We are pleased
to report that our events have been very well received. With the number of applicants exceeding the amount ofavailable space, we often had to apologize to them. We look forward to continuing to work closely and enjoyably
with members of the community.”●Kurinoko (Nagano Pref.)●Oji (Nara Pref.)●Nakayamasatsukidai(Hyogo Pref.)●Nagoya (Aichi Pref.)●Koyoen (Hyogo Pref.)●Tokushima (Tokushima Pref.)●Nangoku Tosa (Kochi Pref.)●Fukuoka (Fukuoka Pref.)●Kumamoto (Kumamoto Pref.)Ceramics workshop, open to both children and adults

Felix Guevara, performing on a South American folk
instrument●Kagoshima (Kagoshima Pref.)Date笊 Hokkaido, Date city 笆 Steiner Michael College 笳 Yuko Omura 笘 “Children become totally involved in what
they are doing, and express joy and delight when participating in our events. We make it a point to get children
from both public schools and children from Steiner to participate together in the activities.”

All around us is majestic nature

02

EARTH KIDS SPACE

Participating in a game with a Malaysian diplomat

Through the end oEarth Kids Spa c138

Esashi笊 Iwate Prefecture, Esashi city 笆 Community center and otherlocations 笳 Kimiko Hosokawa 笘 “A mood of peace flows throughthe Earth Kids Space. We are a small community, but making a big
difference. And it is inspiring a widespread understanding of theaims of the program among the people living here.”Name笊 Location
笆 Venue笳 Name of Coordinator笘 Statement of Coordinator
The nearby Kitakami River—unspoiled nature just a short walk away

●Sapporo(Hokkaido Pref.)●Data(Hokkaido Pref.)At a Christmas Concert, anticipation
mounts before the children’s turn on
stage

Komochi笊 Gumma Prefecture, Komochi village 笆 Unused classrooms笳 Miyoko Ishikura 笘 “The entire staff are sincerely inspired because
they learn so much from the children and this makes our events
learning experiences for them, too. Today’s children seem to have aneed to play with others in groups.”●Esashi(Iwate Pref.)●Komochi(Gumma Pref.)●Suginami (Tokyo)●Ota (Tokyo)●Setagaya (Tokyo)))●Hachioji (Tokyo)●Kawasaki(Kanagawa Pref.)Experiencing the tea ceremony, and learning about the spirit of The tree we all decorated, with presents
hospitality
beneathHonjo
d of March 2006,
a ce have held

387
events.

笊 Saitama Prefecture, Honjo city 笆 Elementary schools, citizen centers and other locations 笳 Kaori Horikawa
笘 “When I see children from different grades playing together, I begin to understand the meaning of harmony.
Our goal is to create a modern-day temple school, where the older children take it upon themselves to care forthe little ones.”

A game with a guest from Poland

Isn’t my arrangement beautiful?

Earth Kids Space ◎ Report on Operations for Fiscal 2005

03

Ota

Koganei笊 Tokyo, Ota ward 笊 Community center and schools 笳 Keiko Nakano 笘 “Each child is wonderful. Our aim is
to create a space that brings his or her limitless potential to the fore.”笊 Tokyo, Koganei city 笆 Elementary schools,
assembly halls, etc 笳 Tazuko Ikeda 笘 “I came into thisproject thinking that developing ‘Children’s Activities in

L
ta
g
th
fo

A large picture is painted by many hands, working
together

Having a great time with members of a Malaysian
dance troupeS

Writing kind words on paper fans and exchanging
them with friends●Honjo (Saitama Pref.)Suginami●Koganei (Tokyo)●Kurinoko (Nagano Pref.)笊 Tokyo, Suginami ward 笆 Culture center and civic center hall etc 笳 Kyoko Arakawa 笘 “We will nurture theability of each child to define a dream and to make that dream a reality. We are happy to be able to assist in thisimportant task, which relates to the most far-sighted of our nation’s plans.”●Oji (Nara Pref.)●Nakayamasatsukidai(Hyogo Pref.)●Nagoya (Aichi Pref.)●Koyoen (Hyogo Pref.)●Tokushima (Tokushima Pref.)●Nangoku Tosa (Kochi Pref.)●Fukuoka (Fukuoka Pref.)●Kumamoto (Kumamoto Pref.)On the International Day of Peace, we all support theearth●Kagoshima (Kagoshima Pref.)SetagayaHachioji笊 Tokyo, Setagaya ward 笆 Community center and other locations 笳 Kimie Seki 笘 “Children
come to the Earth Kids Space with a sparkle in their eyes, which brings joy to all involved—
parents and staff alike. We put store in the friendly, at-home atmosphere of our programs!”

笊 Tokyo, Hachioji city 笆 Community halls 笳 Naka

A game that everyone can enjoy: pinning eyes, ears,
nose, mouth, etc. on a picture face while blindfolded
as someone else gives advice in a foreign language

04

Flag bingo, a game often featured at Earth Kids Space
events

EARTH KIDS SPACEChildren participating in a bon dance at the Kyodo
Elementary School

School children’s out fit forschool Australia

Everyone keep eyes
on you!

H
jo
c
c

G

Kawasakis,snLocal Community’ for children would be a very difficult
task. But things have gone smoothly and we havegotten the project up and running. The interaction withthe children has exceeded all expectations and I lookforward to a bright future for our space.”笊 Kanagawa Prefecture, Kawasaki city 笆 Citizens center 笳
Hiromi Aizawa 笘 “I have always wanted to do this kind of work. It
is a wonderful job, one where you feel you are really contributing.
I especially enjoy working with staff to create programs—it is an
awesome feeling to be a part of it.”

Sharing ideas to invent new games

Everyone had a great time playing the island game!

●Sapporo(Hokkaido Pref.)●Data(Hokkaido Pref.)Learning for the first time how to walk on
stilits.

Kurinoko笊 Nagano Prefecture, Suzaka city 笆 Elementary schools and other locations 笳 Hiroko Yamaura 笘 “For a longtime, I have always wanted to work with children. I am grateful for the opportunity given me and am inspired
each time by the magnificence of our natural world. My circle of friendship continues to widen as friends that I
grew up with also join the staff .”●Esashi(Iwate Pref.)●Komochi(Gumma Pref.)●Suginami (Tokyo)●Ota (Tokyo)●Setagaya (Tokyo)))●Hachioji (Tokyo)●Kawasaki(Kanagawa Pref.)Attempting to work with straw—what a marvelous
fragrance!

The Malaysian dance troupe, at an event eagerly
anticipated by all

Nagoyaa

Hayakawa 笘 “After bringing up my own children, I
joined this Space. It has been a great pleasure tocome here and interact closely with children from thecommunity.”笊 Aichi Prefecture, Nagoya city 笆 Elementary schools 笳 Noriko Shibata 笘 “I just felt that there was nothing
more important than education of the heart. So I am thrilled to have gotten this chance. My aim will be toprovide opportunities for adults and children to learn from one another.”

Greeting Card making; To whom am I going to send?

With a guest from AlgeriaesHooray! We’ve completed a piece!

Earth Kids Space ◎ Report on Operations for Fiscal 200505

Nakayamasatsukidai

Tokushima笊 Hyogo Prefecture, Takarazuka city 笆 Elementary schools 笳 Keiko Asai 笘 “The staff feels their energy level
rise when coming into contact with children’s vitality and excitement. Our goal is to spend an enjoyable andmeaningful year with them next year.”笊 Tokushima Prefecture, Tokushima city 笆 Community
Center 笳 Setsuko Kori 笘 “Interactions with childrengfs

What’s your next move?

A new friend from IranE

Having a good time with a guest from Canada.

●Honjo (Saitama Pref.)Koyoen●Koganei (Tokyo)●Kurinoko (Nagano Pref.)笊 Hyogo Prefecture, Nishinomiya city 笆 Elementary schools 笳 Taeko Fukuoka 笘 “Blessed by warm
cooperation from the community, we have gotten off to a good start. We will continue to aspire to become aplace where children can be open and enjoy peace of mind.”●Oji (Nara Pref.)●Nakayamasatsukidai(Hyogo Pref.)●Nagoya (Aichi Pref.)●Koyoen (Hyogo Pref.)●Tokushima (Tokushima Pref.)●Nangoku Tosa (Kochi Pref.)●Fukuoka (Fukuoka Pref.)●Kumamoto (Kumamoto Pref.)Today is the day of the Star Festival. It would be good
if it clears up.

06

Learning for the first time how to pound straw.

●Kagoshima (Kagoshima Pref.)Oji

Nangoku Tosa

笊 Nara Prefecture, Oji town 笆 Exchange Center, community center, and other locations 笳 Takako Kato 笘“Despite the short time given us to prepare, we managed to get off to a good start. By taking on different
challenges, we look forward to sharing learning experiences with the children.”笊 Kochi Prefecture, Tosa city 笆 Community center,elementary schools, home 笳 Mitsui Tanaka 笘 “Today,

A moment in the sweet potato patch

Aikido incorporated into the program

EARTH KIDS SPACE

There is so much that we want to know! Knowledge
brings a far away country closer

m
t
a
O
w
c

Fukuokaatyngenerate an overflow of energy from a new age. You
feel the energy swirling, like the energy of the famous
swirling tides of Tokushima.”

笊 Fukuoka Prefecture, Fukuoka city 笆 Civic Center 笳 Chieko Uesugi 笘 “We want the children to be able tonurture a richness of spirit and we hope that we can provide some assistance to their busy parents.”

Everybody’s hero, the firefighter!

Holding a hand-made wreath in a commemorative
photo●Sapporo(Hokkaido Pref.)●Data(Hokkaido Pref.)●Esashi(Iwate Pref.)Please watch our fun work man ship

Kumamoto笊 Kumamoto Prefecture, Kumamoto city 笆 Meeting room in medical clinic 笳 Seiichi Inoue 笘 “From myexperiences with the Earth Kids Space, it is clear to me that there are many people out there who are searchingfor the kind of clear philosophy and direction adopted by the Earth Kids Space. Requests have already come infrom public youth centers in the city, seeking instruction on the methods employed at our spaces. This is added
work on an already heavy schedule, but we are very pleased to be of assistance.”●Komochi(Gumma Pref.)●Suginami (Tokyo)●Ota (Tokyo)●Setagaya (Tokyo))●Hachioji (Tokyo)●Kawasaki(Kanagawa Pref.)See the happiness shine through the smiles!

Children are deeply engrossed in what our guests
have to say

Kagoshimar,y,most of the children who come here are students inthe lower grades of elementary school, but all of themappear to look forward to attending each Wednesday.
Our “space” is still only a small private home, but
we intend to make it a more comfortable place forchildren to be themselves.”

Boys and girls enjoy origami

笊 Kagoshima Prefecture, Kagoshima city 笆 Private condominium 笳 Makiko Uchimura 笘 “We’ve created asystem of notebooks by which children, parents and the staff can communicate with one another. We’ve beenencouraged by notes left by children saying they really enjoyed the events. In the future, we will be setting up
collaborations with welfare facilities in the community.”

A terrific, fun day at the pool!

A visit by Counselor Chilima of the Malawi Embassy

Earth Kids Space ◎ Report on Operations for Fiscal 200507

Earth Kids Space Report on Operations
for Fiscal 2005
New Plan for “The Program for Children’s Activities in Local Community”
Community Classrooms for Children Project (project under consignmentby The Ministry of Education, Culture, Sports, Science and Technology(MEXT) of Japan)

CONTENTS
Commentary

08

EARTH KIDS SPACE

01
02
08

Introduction

10
12
16

Organizing Principles for Earth Kids Space18

The Roles of Coordinators, Instructors and Assistant Instructors ofEarth Kids Space

19
20
22
23
24
27
28

Earth Kids Space Organization Chart

30

Looking Back at Spaces of Happy, Fun-Filled Faces, Experiences,and Human Contact; Voice from children, adults and all

34

Introducing the Earth Kids Space program to schools,
members of the community and parents

Growth, vitality and excitement: the expanding reach of Earth Kids Space
Contents

Earth Kids Space in the MediaGoi Peace Foundation: Plan for “The Program for Children’s Activities
in Local Community”

Excerpts from the Safety Manual of Earth Kids Space
Three Promises of Earth Kids Space
Program Outline of Earth Kids Space
A look at one day in an Earth Kids Space Event
Examples of Earth Kids Space Program
Visits by Diplomats to Earth Kids Space Events andbrief remarks from visited diplomats

35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55

Report from Earth Kids Space Sapporo

56
62
68
74
80
84

The Earth Kids Space Program

Report from Earth Kids Space Date
Report from Earth Kids Space Esashi
Report from Earth Kids Space Komochi
Report from Earth Kids Space Honjo
Report from Earth Kids Space Ota
Report from Earth Kids Space Suginami
Report from Earth Kids Space Setagaya
Report from Earth Kids Space Koganei
Report from Earth Kids Space Hachioji
Report from Earth Kids Space Kawasaki
Report from Earth Kids Space Kurinoko
Report from Earth Kids Space Nagoya
Report from Earth Kids Space Nakayamasatsukidai
Report from Earth Kids Space Koyoen
Report from Earth Kids Space Oji
Report from Earth Kids Space Tokushima
Report from Earth Kids Space Nangokutosa
Report from Earth Kids Space Fukuoka
Report from Earth Kids Space Kumamoto
Report from Earth Kids Space Kagoshima

Methods of Autonomy
Methods of Harmony
Methods of Global Understanding
Methods of Love and Peace
Memo
Voices from the Network
Declaration for All Life on Earth

Earth Kids Space ◎ Report on Operations for Fiscal 200509Organizing Principles for Earth Kids SpaceWhy do children enjoy Earth Kids Space ?

1

The aim of Earth Kids Space will be to provide on environment in which children become
lively. At Earth Kids Space, children will be encouraged to live life to the fullest—and not torecoil in fear from life’s possibilities. Our aim will
be to endow children with confidence. Achieving
these goals will require that:■ We respect and value the very existence ofeach child.
■ We respect children’s lives, interact with children, and learn from children.
■ We understand that children gain the energy tolive when they are respected.
■ We recall the spirit of ancient peoples, who believed that a god resided within each child (notthe “god” of any particular religion, but rather
a god in the sense of light, radiance, innocence,
intuition, and so on, from which the child received life itself).

2

We will aim to bring joy to children. The
staff shall speak only of things that bring joy to thechildren. We will encourage children to use only
cheerful, magnanimous, and positive language.
There is true joy in the sound of beautiful words.
We will avoid mentioning depressing subjects.
No negative language will be used. For all people,
good words are food for the soul. Children should
be encouraged to always think and speak in positive ways. Toward these ends:■ The Goi Peace Foundation is implementing its“Let Us Use Good Language” project.
■ By exposing children to good language, we enable them to experience happiness (the samegoes for adults)■ Rule: children should never be teased when
they are making every effort to accomplish atask■ Rule: children should never be teased about
their physical appearance, name, etc.
■ Children will be taught that jokes based onharassment or the belittling of others are nothumorous at all—they are simply bad behavior.
And we will let them know unequivocally thatpersisting in such actions is unacceptable.

10

EARTH KIDS SPACE

3

We will aim to create a place where friendships are readily made, a place where children
share in the joy felt by others. Children will betaught that it is praiseworthy to feel joy in others’
happiness.
■ The staff will feel happy when the children are
happy.
■ Children will feel happy when other children
are happy.
That is why everybody is friends. Everyone getsalong at Earth Kids Space events.

4

We will value humor.
■ We will value the innocent laughter of children. When humor is good-hearted, loudly
spoken, and clean, it has the ability to bringexcitement and vitality to life.
■ “Laughing exercises” and other techniques will
be actively incorporated into the operations ofour kids spaces.
■ Children will be taught that earning laughs
through clever comebacks to someone’s statements or by pointing out other people’s weaknesses is inappropriate. Children who engage
in such actions will be strictly warned to stop.
The staff should also caution children against
thoughtlessly labeling others in one way or another.

5

Our values will be based on the “reverence
for life.” We will aim to foster a sense of security among children that comes from knowing thatthey are being valued for their very presence.
■ We will impress upon children that they arefine as they are. This will rid children of fear,
anxiety and worry and will induce a sense of
security that comes from believing that they
are accepted as they are.

■ Standards that recognize only “good children”
or those who have “good grades” as worthy ofpraise will not be adopted. We will value all
children as they are. We believe that each childhas his or her own mission.

6

We should foster a sense of security by letting children know that they are always welcome.
■ A sense of security will arise when children
know that they have a place to go wheneverthey need help. Of course, children can consult with their parents and teachers. But theyshould also know that there are other adults
and young people—men, women, older boys
and girls—who will lend a sympathetic ear at
Earth Kids Space events. This sense of security
will encourage children to grow to their fullpotential.
■ And when they come, they will hear words
such as: “Welcome! Good to see you! Comeagain!”

7

The importance of greetings■ Cheerful greetings brighten everyone’s spirits. We should endeavor to greet one anothercheerfully: “Good morning” “How are you?”“Thank you” “We appreciate your help today.”And we should encourage people to quickly
say “I’m sorry” when they feel they’ve done
something wrong.
■ We should encourage the use of words of forgiveness. Words in Japanese comparable to theEnglish “No problem” or “Don’t worry aboutit” are not very common and thus are not often
used. At Earth Kids Space events, we shouldmake it a point to convey forgiveness throughwords such as “That’s all right,” “Don’t worry,
everything’s okay,” “It’s only human to makemistakes,” “It was a good way to learn, wasn’tit,” “A little rain clears the air,” “Good cancome out of a misfortune” “Let bygones bebygones,” etc. The expression “yoka yoka” [it’sokay] that is used in Kyushu is another goodphrase to remember.

8

There are no tests at Earth Kids Space. There
are no standings, rankings or hierarchies. There is
only courtesy and mutual respect for each person’slife.
■ Children do not compete for the purpose ofgaining an advantage in some kind of evaluation.
■ Children already spend their lives having to
be aware of evaluations, not only in schools
but in their homes and communities. At Earth
Kids Space, no child is ever evaluated. There
are never any tests. Because there is no adultcreated pressure in the air, children can feel
totally secure in their environment.
■ “Play” in the true sense of the word has little
to do with winning or losing. The approachat Earth Kids Space is to eliminate anythingthat can obstruct the power of life. Instead, weshould create an environment where children
are free to truly be themselves by focusing ontake over affection and trust, in the same way
Prof. Shigeo Nozawa poured so much care into
his tomato seeds, and by expressing our belief
in the equality of all life.

9

Places of relaxation and nostalgia■ Because no negative words are heard at Earth
Kids Space events, and all activity is positive,
children will always feel a sense of security
when they visit. What they will find is an atmosphere of great enjoyment, cheer, openheartedness and nostalgia, where they will beable to relax as never before.

10■ Earth Kids Space events will encourage children to develop their own dreams and to cultivate an ability to make those dreams a reality.
Earth Kids Space ◎ Report on Operations for Fiscal 200511

Earth Kids Space in the Media
Many in the community have taken note of events organized under the Earth Kids
Space program. Regional newspapers and other media have provided coverage and thishas contributed to a better understanding of the program by more people. One of the
primary aims of Earth Kids Space events is to foster “interaction and contact with thecommunity.” Through the following articles, readers of this report can gain a sense of
the harmony and pleasant informality that arises at each Earth Kids Space event.

“Understanding Foreign Cultures,”Nishi-Nihon Shimbun, February 19, 2005

“Message from Algeria,”
Iwate Nippo, August 9, 2005

12

EARTH KIDS SPACE“Learning How to Bond through Play,”
Tokushima Shimbun, June 3, 2005

“A First-Hand Look at the Solomon Islands,”
Iwate Nippo, December 13, 2005

徳島新聞 2005 年 6 月 3 日「遊びで触れ合い学ぶ」“Nurturing Children’s
Vitality,”
Tanko Nichinichi Shimbun,
May 12, 2005

Earth Kids Space ◎ Report on Operations for Fiscal 2005

13

Earth Kids Space in the Media“Aikido Social,”
Iwate Nichinich Shimbun,
February 19, 2005
“Aikido Social,”
Iwate Nippo, February 19, 2005

“ ‘Earth Kids Space’ Holds First
Event in Koyoen District,”
Aozora Shimbun, Issue 33

14

EARTH KIDS SPACEPublicity notice The Japan Times, September 26, 2005
Also published in The Daily Yomiuri, The Nikkei Weekly, and The Herald Tribune

Earth Kids Space ◎ Report on Operations for Fiscal 2005

15

Fiscal 2005

Goi Peace Foundation:
Plan for “The Program for Children’s Activities in Local
Community”
In fiscal 2005, we formulated the following plan and adopted schemes to carry it out.

縡 Project team for the Goi Peace Foundation’s “Community Classrooms for Children Project”(1) Parent
organization

This project is the result of a direct assignment by the Ministry of Education, Culture,
Sports, Science and Technology (MEXT), under its “Community Classrooms for Children Project.” Under this consignment, the Goi Peace Foundation will carry out measures
aimed at developing a nationwide network of “classrooms.”(2) Management
Committee

The foundation will establish a management council to oversee operations of this project.
笊 The council shall be named:“The Goi Peace Foundation’s Management Committee for
the Operation of the Program for Children’s Activities in
Local Community.”● Chairperson:
Kenji Tomioka (President, Gunma Prefectural Women’s University)● Vice-chairperson:
Kouji Tomita (Executive Director, Goi Peace Foundation)● Committee members:
Atsushi Aritomo (former General Manager, International Sales Support
Division, Fujitsu Limited)
Muneaki Uchiyama (Associate Professor, Kogakuin University)
Osamu Onodera (Executive Director, Outdoor Education Foundation for Youth)
Takayuki Deguchi (Director, Goi Peace Foundation)
Kaori Horikawa (Managing Director, Horikawa Medical Corporation)(3) Coordinators
21 persons nationwide(listed by regionof responsibility)(4) Meetings

16

EARTH KIDS SPACEManagement Committee:
3 times a year (April, October and January)
Coordinators’ Council:
as required
Training sessions (held for coordinators and instructors):
as required縒 Specifics of Goi Peace Foundation’s “Community Classrooms for Children Project”(1) Name of program: Earth Kids Space(2) Basic approach
Through activities that emphasize person-toperson and heart-to-heart contact, Earth Kids Space
events will promote an understanding of other cultures through direct experiences of those cultures,and will assist in nurturing a spirit of love, harmony
and appreciation by fostering an essential understanding of matters of “the spirit and life.” By pursuing the goals of this project, the foundation will aim
to create places of harmony and pleasant informality
where children can interact with society, and also tocontribute to the creation of healthier communities
by developing these events into opportunities forparents and other members of the community to assemble and to learn from children as well as to teachthem.
(3) Outline of activities
To date, the foundation has developed and carriedout a number of new programs aimed at fosteringinternational understanding, including its “School
Lecture by Diplomats Project,” “ International Essay
Contest for Young People” (sponsored by MEXT),and “UN’s International Day of Peace Education
Program” (also sponsored by MEXT). Cooperation
received from the embassies of the various countries,
the United Nations, UNESCO and other internationalorganizations made these events possible. In terms of
the present proposal, the aim will be to take advantage of these experiences of the past and offer opportunities for direct contact with the world’s cultures,arts and music through use of educational material
provided by the different countries. The children will
also be given opportunities to interact with active
diplomats and to participate in community-based
peace activities that have been proposed by the UN.
By offering these kinds of distinctive and contentrich activities, the project will aim to nurture in eachchild the potential for becoming an international person.
In addition, through contact with new and ancient
expressions of wisdom, including biographies ofgreat men and women who made enormous contributions to world peace, children will learn in a
hands-on way about the wonderful achievements ofhumankind, about the value of life, and about theimportance of love and compassion. Through suchactivities, Earth Kids Space events will encouragechildren to develop their own dreams and to cultivate
an ability to make those dreams a reality.
笊 Eligibility:
Children from grade 1 in primary school to grade 9
in middle school• Estimated number of participants: between 20-70
in each community笆 Event days:
On weekdays, after school, between 2 pm and 5 pm
On Saturdays, between 10 am and 3 pm
笳 Venues:
Schools or community halls; private homes etc.
• Conditions in each community will be taken into
consideration in determining matters stipulated
under items 笊 through 笳笘 Guidance structure:
A coordinator will be assigned to each community.
Coordinators will construct a resource bank that willhold the names of people in the community capableof serving as instructors or assistant instructors.
When required, each project will request the participation of diplomats and other outside instructors.
笙 Cost of participation:
Charges for actual costs of meals, insurance, etc.
(4) Public information activity● Event posters● Event flyers● Use of newspapers, magazines, public gazettes,
etc.
● Use of the Goi Peace Foundation’s in-house publication, ‘Creating Peace’● Use of the Goi Peace Foundation’s website (URL)and e-mail magazine● Use of Earth Kids Space’s website (URL)(5) Guidance structure(number of personnel assigned)● Coordinator:
1● Instructors:
3● Assistant instructors: 5● Volunteers:parents, outside instructors,
members of the community

Earth Kids Space ◎ Report on Operations for Fiscal 200517

Earth Kids Space:

The Roles of Coordinators, Instructors
and Assistant Instructors

Coordinator Roles
1. Communicating and coordinatingwith the Goi Peace Foundation
secretariat(a) Attendance at meetings and training sessions
arranged by the Goi Peace Foundation(b) Communicating with instructors and assistant
instructors in each community(c) Submission of yearly activity schedules andlists of instructors(d) Activity reports; accounting reports
2. Production of Earth Kids Space
events in the community(a) Managing schedules(b) Planning programs that meet the needs ofeach community(c) Making arrangements for venues (schools,
public halls and other public facilities, private
homes)(d) Assuring sufficient attendance(e) Finding and registering instructors and assistant instructors (development of humanresource banks)(f) Coordinating communication among schools,
homes and members of the community(g) Public information activity (preparing event
posters and flyers and publicizing activities)(h) Safety-issues management(1) Arranging insurance for instructors(2) Arranging insurance for participants(3) Providing safety-guidance instructors at
events(4) Preparing and updating lists of emergency
contacts(i) Administration (arrangements for educational
materials and necessary supplies)(j) Execution of Earth Kids Space events(1) Preparations for event(2) Making arrangements for instructors andassistant instructors (use of time books,
etc.)(3) Controls on presence or absence of participants (preparation of name tags)(4) Post-event review and analysis; fully understanding children’s event-related needs(k) Accounting(1) Establishment and management of bankaccounts(2) Payment of honoraria, travel and other expenses to instructors, assistant instructors,
outside instructors, etc.
(3) Other, including the providing of change,
refunds etc. on children’s fees(4) Management of cash dispersals andreceipts (including filing and storing receipts)(l) Gathering information on and analyzing successful programs in other communities
3. Establishing networks in the community through Earth Kids Space
eventsInstructor Roles
1. Planning and developing programs thatmeet community needs
2. Preparation and clean up forclassroom-based events
3. Providing instruction to children
4. Assuring children’s safety(in role as safety-guidance instructors)
5. When necessary, providing assistance tocoordinator
6. Full-time participation desirable for at least
one instructor per local Earth Kids Space

18

EARTH KIDS SPACE

Assistant
Instructor Roles
Assisting in roles
designated for
instructors. However,full-time participation
not necessary.

Earth Kids Space Organization Chart

Ministry of
Education,
Culture,Sports,Science andTechnology

Goi Peacefoundation’s network,
which includes foreignembassies in Japanand otherresources

OperatingCommittee
within Goi
Peace
Foundation

The Goi Peace
Foundation

Coordinators

Use of humanresource banks
and networks
developed byeach Earth
Kids Space
organization

Guest
instructors,
parents andvolunteers
from thecommunity

Boards of
education etc.

Coordinators

Use of humanresource banks
and networks
developed byeach Earth
Kids Space
organization

Guest
instructors,
parents andvolunteers
from thecommunity

Instructors

Instructors

Assistant
instructors

Assistant
instructors

Volunteers

Volunteers

Earth Kids Space ◎ Report on Operations for Fiscal 2005

19

Earth Kids Space:

Excerpts from Safety Manual(Safety manuals will be prepared separately for each venue and designed to meet the needs ofeach location)● Make sure that you confirm the safety of entrances and exits to each facility and that evacuation routes are clearly understood.
● Each facility has an emergency management
manual. So be sure that you contact the persons managing the building and discuss communication channels and required responses
during emergencies.
● All children and instructors participating inthis project will be required to enroll in “sports
safety insurance.”● Be sure to have a fi rst aid kit available at all
times. As a rule, no orally administered medicines should be used.
● With assistance from parents, you should prepare in advance a health information card foreach family (making doubly certain that the
information is properly managed).
● The staff should have a defi nite idea of how
long it takes each child to commute to theevents. A map showing the location of thechild’s home would be helpful to have.
● When a child feels ill or is injured, the staff
should immediately call home and have a parent come to pick the child up.
● The staff should determine beforehand the location of the nearest clinic where medical carewould be available during an event. Each groupshould also prepare a manual which details
responses that will be taken during emergencies. The manual should be stored along withthe contact-information cards for each family.
When a child is taken to a hospital, his or her
family should be notified.
● Children should be told that they are not togo outside the facility while activities are being held. For example, this rule would apply
if children are playing with balls and one getsaway from them and rolls outside.
● When an event takes place at a community center or other similar facilities, children should
be instructed to limit their activities to certain
areas. For example, they should be told: “Today
our activity will take place on the third floor, so
if anyone has to go to the first or second floor,
please let the instructor know.”

20

EARTH KIDS SPACE● Children should be told to let their instructors
know when they wish to use the bathroom during an activity.
● Although parents are welcome to participatein events, the staff should first ask them to fillout participation cards so that their identities
can be confirmed. Each parent should also be
asked to wear a guardian’s card on his or her
lapel during the event.
● The staff should be very careful about thepeople who visit an event. When someone arrives without prior notifi cation “to pick up
my child,” his or her identity must always bechecked.
● Commutes: Decisions on whether to allow
children to commute by bicycle should bemade after weighing the circumstances in each
community. But in no case should two children
be permitted to ride on one bike.
● Going home: Children should be instructed to
go straight home after an event. Children livingin the same general area should be encouraged
to return together in groups.
● Going home: during the winter, when days areshort, or on very windy or rainy days, instructors should accompany children to a pointclose to their homes.
● If necessary to assure safe commutes, the staff
should consider asking parents for their help.
● When children use knives during an activity,
the staff should explain correct methods of use
and proper attitudes, and carefully monitor the
event to prevent injury. The staff should makesure that all knives that were distributed arecollected. When children use fire during an activity, the same kind of close attention shouldbe paid.
❉ In sum, safety will depend on a group’s ability to take preventative measures against illness
and injury, to protect privacy, to protect children against suspicious persons, and to know
the correct evacuation routes and communication channels during emergencies. Each groupshould develop its own safety rules with these
critical points in mind.

Dealing with trouble● When trouble breaks out among children, those
involved should be made to reflect on the origins of the dispute and to think things throughwith their instructors. In most instances, there
will be legitimate points to be made on bothsides of an argument. Trouble arises when children are unable to appreciate what other children are feeling. Instructors should therefore
fi rst listen to both sides and help clarify any
insufficiently articulated statements so that theissues are clear first of all in his or her mind.
The instructor should then proceed to encourage the disputants to try to understand the other side’s view. When understanding is reached,
the instructor may gently suggest: “Maybe it
would be a good idea to apologize.” In most
instances the children will respond by saying“I’m sorry.” If the instructor could then add apersonal apology, it would further the resolution: “It’s my fault too because I was too busy
with other things to notice the problem. Now,
look what I’ve done. I’ve spoiled all the fun
we were having.” No matter what the circumstance, instructors should never apply adultstandards of good or bad to a situation. It is
important from the standpoint of establishingtrust with children for instructors to rememberthat it is they who should always apologize.

● Sometimes no amount of discussion withchildren will lead to mutual understanding.
The cause in this instance is likely to be thatone side of the argument is continuing to insist unilaterally that he is right. For example:“We were just playing and all of a sudden hejust got mad!” One way of dealing with thissituation would be to say: “Playing meansthat everyone is having fun. If both of you
were not having fun, you couldn’t have beenplaying. So, I wonder if you both were really having fun until now.” The basic rule at
all times should be to gently urge children totalk through a situation. Instructors should
avoid concluding that one child is bullying
another—and criticizing that child; or trying
to make judgments based on standards of rightand wrong. In the course of hashing out issues,
something basic about a child’s spirit will be
revealed, which takes the form of a dissatisfaction of which the child himself is not aware,such as “I want to be recognized,” “I don’t
have confidence,” and so on. When an instructor reacts to such needs with words of love, achild will no longer feel it necessary to continue to insist that he is right.
● By talking through issues to find solutions, instructors and children will become much closer
than they were before the trouble arose.

Collecting money

Departures● Staff should be very careful whenhanding out or receiving money.
When money is collected (to cover
the costs of materials and so on),staff should give each child a receipt which has been stamped witha personal seal. Copies of such receipts should also be stamped, andmoney carefully handled each time.
● When change has to be paid, itwould help to use a “change bag”
(a small paper envelope will do) in
which change can be placed andgiven to children with slips indicating “xxx yen in change paid.”● The staff should send each child off after an eventwith some personal words. Maintaining eye contact
is important while saying “Good bye” or “Did you
have fun?” Whenever possible, the staff should makethe most of the atmosphere surrounding departure,by shaking a child’s hand, putting an arm on his or
her shoulders, or by giving the child a pat on thehead.
● Some children may linger in the classroom insteadof heading home right away. This should be viewed
as an indication that the child has something on heror his mind. While cleaning up, instructors should
talk to the child: “You’re still here, huh?” “Do you
want to talk about something?” These are often situations when a child will discuss matters that he or
she wishes to keep private.
Earth Kids Space ◎ Report on Operations for Fiscal 200521

Earth Kids Space

Three Promises
1 Do not make a nuisanceof yourself
2 Do what you can for
yourself
3 Help others when you
can22

EARTH KIDS SPACEEarth Kids Space: Program Outline

Program Activities
The aim of the Earth Kids Space program is to contribute to the healthy maturation of children’s personalities. Placing the greatest value on matters of “the spirit and life,” the program will focus on creating an atmosphere of open and lively interaction. Through specific events in different communities, the program will
focus on enabling children and instructors to express their individuality and identities while simultaneously
incorporating the various special characteristics of those communities.

Characteristics
The Goi Peace Foundation has adopted a “Declaration for All Life on Earth.” Based on the ideals and principles embodied in this declaration, the Earth Kids Space program has developed and executed programs infour areas. (The Declaration for All Life on Earth can be found at the end of this report.)
In relation to “Global Understanding,” the Goi Peace Foundation has a strong record of achievement.
Through cooperation from embassies and foreign diplomats living in each community, children are afforded opportunities to experience first hand the meaning of “international understanding.”
The following provides an overview of the nature of the four Earth Kids Space programs.

Four Programs
1. Program for Spirit and Life
● Power of spirit ● Importance of words and spirit● Preciousness of life, gratitude ● The mystery and unlimited
possibilities of life ● The Mystery of the earth and universe● Joy in expressing spirit ● Environment & recycling ● Sanctityof peace ● Interacting with nature ● Art and crafts ● Finding
others’ strengths ● Global education for sustainable development

2. Program for Global Understanding 3. Program for Tradition and Culture of Local Community● Interaction with foreign diplomats in Japanthrough diplomat project ● Interaction with foreign
artists through dance and music and other performances ● Preparing and eating ethnic cuisines● Interacting with other cultures through play

● Spirit of martial arts ● Tea ceremony● Haiku ● Master’s talks ● Town explorations ● Bon dances ● Festivals● Local foods ● Local entertainment
arts ● New Year ● Neighborhood walks

4. Play and Communication● Indoors: drawing; origami; string games; Japanese chess;go; sculpture; games from other countries● Outdoors: sand games; tag; hide and seek;
games from other countries● Reading (reading by visiting instructors)● Other: unstructured time
Earth Kids Space ◎ Report on Operations for Fiscal 2005

23

A Look at
One Day in a Earth Kids Space Event
Provided as an illustration for those contemplating creating
Earth Kids Space.
In actual operations, organizers will be required to adapt flexibly eachtime even when the same venue is used.

Theme

Thank you (appreciation)

Aim

To realize that one is surrounded by a multitude of things that one can appreciate, and to know that one does not live in isolation but rather is supportedby the environment and carefully nurtured by those around him. The event
will aim to foster an attitude in which appreciative words will readily emerge—the event is part of the spirit and life program.

Date

End of June (Wednesday), 3 pm to 6 pm

Number of children
participating
Instructors

Required supplies
and materials

Time

Approximately 20
Coordinator (1), instructors (3), and assistant instructors (3)Crayons, highlight pens and other writing implements; kent paper; cards onwhich “thank you” is written in different languages; and, if possible, a paper
pinup of the world’s flags

Instructors’ activities

Remarks

2:30 pm● Preparation● Meetings● Agreeing on roles● Messages● With anticipation in their● When children arrive, they should
be greeted with words that exhearts, children arrive wonderpress the feeling of “It’s good to
ing “What kind of things will we
see you”: words such as “We were
be doing today?”looking forward to this!” “Welcome
to the event!” etc.

3:00 pm● Children greeted in a cheerfulmanner● Condition of children checked(state of health, manner of interaction with others, behavior
in play situations, etc.)● Reading and understanding
messages from parents, including change in information
regarding pick ups● Signal for start of program● Children place marks in Earth ● An Earth Kids Space item:
Kids notebooks or attendance
Earth Kids notebook
boards (seals, stamps, etc.)● Unstructured play (jumping
rope, playing with balls, gamesin classrooms, etc.)❉ Programs will proceed smoothly ifeach space can decide on a songthat signals the start of the program

24Children’s activities

EARTH KIDS SPACE● When the signal is given forthe start of the program, children will put their playthings
away and gather in a group.
Earth Kids notebook, for children’s
thoughts and staff messages forcommunication

Time

Instructors’ activities
Opening● Children greeted cheerfully
with a smile● Three promises● Explanation of the day’sschedule● Singing

4:00 pm

5:00 pm

Children’s activities

Remarks● Lively and cheerful greetings● Making three promises● Singing● Openings should be adapted
to the needs of each space
Three promises
1. Do not make a nuisance ofyourself
2. Do what you can for yourself
3. Help others when you canafford toMake “Thank You” cards to convey a spirit of thanks!
● Practicing saying “thank you” indifferent languages● Children are encouraged tothink of specific people, living
things, or parts of nature forwhich they feel grateful● On cards that have been distributed by teachers, children
are asked to write the words“thank you” and to draw pictures expressing appreciation● While monitoring the classroom, teachers should praisechildren for good work; children
who have trouble putting theirthoughts down should be given
assistance● Children are then asked toshare their cards with the restof the class● Instructors listen attentively
and praise the good points
made in each presentation (themanner of presentation, thequality of the card; also, theway a child listens to others’
presentations, etc.)● Saying “thank you” in different
languages from around theworld● Thinking of persons or things
for which they are appreciative● Clean up● Participating together in theclean-up● Creating original “thank you”
cards using cards distributed
by staff● Sharing each card in a spirit
of appreciation. Those in audience should listen attentively,
without making teasing
remarks.
● Finding others’ strong points● Even for a brief moment, it is
fun using different languages
with others in the class● Children should be encouraged to express appreciation
not only to people but also tonature (eg, having children
hold their breath and making
them aware of the importanceof the air they breathe, etc.)● Be sure to have handy extra
crayons etc.
● When a manner for sharing isset, it becomes easy for children to make presentation● It is important to create an atmosphere where children will
not feel embarrassed aboutsharing● (Idea) At the end, everyone
could sing a “thank you song”● (Idea) With “leave everything
neat and tidy,” or other common sayings as the watchwords, methods should be
devised to make clean ups
fun, such as choosing clean up
songs.

Ending● When end-of-program music is ● It is easy to assemble the● Play song or music signalingheard, assembling all of one’s
children when they know that
endingthings and gathering in specia certain melody or song indi● Pass on information about next
fied location
cates the end of the program
event● In Earth Kids notebooks,● Goodbyes
writing down any new things● When the person coming toExpress goodbyes with sincere
learned and information to bepick up a child is not a paraffection: “Come again; hope topassed on to parents
ent, his or her identity should
see you soon”; expressing carebe carefully checked against● Saying a cheerful goodbye tothrough touch
instructors and friends
messages from parents in the
Earth Kids notebooks andcarefully confirmed with thechild.
● Don’t forget to smile.
● Express verbally the feelingthat a child is always welcome
at events; eg, “I hope you will
be your cheerful self the nexttime, too!” “Can’t wait to see
you again!”❉ Cont. on Page 26
Earth Kids Space ◎ Report on Operations for Fiscal 2005

25

Time
5:30 pm

Ideas

Instructors’ activities

Children’s activities

Remarks(After children have gone home)● Interaction and friendly conversation among instructors; selfevaluation meetings (feedback)● After locking the premises, theevent formally closes at 6:00

For example, rather than say “Quickly now, let’s all assemble,” children will naturally cometogether in response to a bell, or to a song to being sung or to simple games beginning to being
played, etc. These and other kinds of “signals” can be devised.
★ Suggestions for “let’s assemble” melodies (up tempo);
or, when games or rhythm exercises are begun, children will becurious (“Hey, what’s going on?”) and assemble naturally.
♪ Offenbach’s “Heaven and Hell” (used in the past as the music for Bunmeido’s castella commercial)♪ It’s a Small World♪ Music from Tokyo Disneyland’s “Electrical Parade”★ Suggestions for melodies signaling that it’s time to get one’s
things together and clean up (songs that will promote enjoymentof the task)♪ Use songs that the children have requested (it will cause them to look forward to clean-up time)♪ Use songs that are popular among children (music from animated movies, other hit songs—
but check lyrics first!: Contents should not be too violent or too sexual)
Example: songs from Hayao Miyazaki’s movies★ Suggestions for songs to be sung at opening of program♪ Hello Song ♪ Teasobi Uta ♪ Sekai no naka no kodomo tachi♪ Sekai de hitotsu dake no hana ♪ Believe ♪ Kono hoshi ni umarete ♪ Happy Children♪ Partner Song(examples of songs that will be sung in unison; this will lead naturally to a chorus; this kindof singing will also have a game element).
★ Suggestions for songs to be sung at the end of the program♪ Tabidachi no toki Asian Dream Song (composed by Joe Hisaishi/theme song of Nagano
Olympics)♪ Ningen de ii na ♪ Cosmos (terrific lyrics; highly recommended!)♪ Tomodachi ni naru tame (Toshihiko Shinzawa)♪ Smile Again (suitable for older students)★ Other♪ Arigato no uta (with sign language) ♪ Inochi no mori ♪ Hana no tsubasa♪ Sekaiju no kodomo tachi (Half Moon)♪ Tongue twister games (highly recommended for brief intervals between activities)♪ Shouting contests (rambunctious children will be viewed as outstanding, causing other children to suddenly see them in a positive light!)♪ Nanaban’me no tsuki (requires some practice, but adorable song)

26

EARTH KIDS SPACEExamples of Earth Kids Space Program
In the following table, we have organized actual events from around thecountry into four categories
Program for
Global Understanding

Program for
Spirit and Life

Program for Tradition andCuluture of Local Community

Play andCommunication

Understanding countries
through a study of nationalflags

The sanctity of life (by Kazuo
Murakami, Prof. Emeritus,
Tsukuba University)

Featuring masters of origami

Building a large house out of
cardboard

Creating group plantings offlowers used in national flags

The mystery of life, gleaned
from the study of seeds

Understanding charcoal
making

Traditional Japanese games
seriesPlaying “Concentration” using
national flag cards

Learning the spirit of wa fromtea ceremony

Learning about rice throughpaddy plantings (throughout
the year)

Excursion to planetarium

Recalling visitors from othercountries and checking off thesecountries on map of the world

Creating “thank you” cards

Exposure to community
history and culture

Making coasters out oforigamiGames with foreign students
and residents“Thank you” art

Learning woodwork from a
carpenter

Magic show

Building a portable shrine

Camping

Gathering with neighborhood
policeBuilding your own musicalinstrument

Gathering with local
firefighters

Creating an object out ofrecycled material

Becoming friends with children Learning about the power oflanguage through funfrom other countries
experiments
Experiencing the sounds ofWords and water crystals
instruments from around theworld
Series on learning about otherSearching for strong points
countries
Let’s appreciate nature

Sending gifts of words tofriends

Gaining a sense of theimmensity of the universe

Learning from Freddie the
Leaf

Experiencing the sounds of
traditional Japanese
instruments
Participation in community
dances(Awa Odori, Bon Odori, etc.)

Playing games in Esperanto

Visiting the Peace Museum in
Hiroshima

Learning about the work ofseeing-eye dogs

Puppet shows

Getting acquainted with
officials from foreignembassies in Japan

Messages of peace in themoviesParticipating in the Star
Festival

Making water guns out ofbambooNature observation event

Learning about Japanese
who have made contributions
to the world

Feeling the beat of the
wa-daiko

Woodworking

Writing haiku

Participating in volunteer
activity

Sewing a table cloth

Feeling appreciation for food

Chestnut harvesting festival

Creating veins of a leaf

Experiencing farm work

Leaf arrangements

Making pencil balloons
Creating one’s own postcards

Earth Kids Space ◎ Report on Operations for Fiscal 200527

Earth Kids Space:

Brief Remarks

I am confident that the Earth Kids Space program
will have a very long life. I sincerely appreciate
the opportunity to participate in one of its events.
Semoga Damei Di Dunia!
Mr. Loh Seck Tiong, Counsellor,
Embassy of Malaysia

I love children.
Because of their unprejudiced hearts and eyes,international exchange among children is a major
step toward peace. I was delighted to have had thechance to experience the lively energy of the Earth
Kids Space children at the event!
Ms. Boz̆ena Socha, Second Secretary,
Embassy of Poland

The sight of people interacting intimately despite differencesin age and skin color struck me as the perfect example ofworld peace. Seeing this interaction has made me certain thatthe world will achieve peace. I am very grateful for the opportunity to introduce our country’s food and culture to thechildren of Japan.
Ms. Thuresi Ndarama, Third Secretary,
Embassy of Zimbabwe

Visits by Diplomats to
Earth Kids Space Events As of March 11, 2006
Diplomats and foreign students from various countries visited Earth Kids Space
events. They had an enjoyable time playing and interacting with children and otherparticipants. The following is a table of these events.
No.

Schedule

Classroom

Instructor (titles and honorifics omitted)

Remarks

1 Jun 20 (Mon) Setagaya
University student, Relative ofMohamed Karim Amr Safwat
Egyptian ambassador
Jul
6
(Wed)
Suginami2
Bozena Socha
Second Secretary, Embassy of Poland
3 Jul 16 (Sat) Nangoku Tosa
KomochiRamdani Zahira
Former staff, Embassy of Algeria
4 Jul 23 (Sat)
NagoyaRamdani Zahira
Former staff, Embassy of Algeria
5 Jul 31 (Sun)Ramdani Zahira
Former staff, Embassy of Algeria
Esashi6 Aug 6 (Sat)Hachioji
Shane Flanagan; Izumi Masuda, Australia Japan Foundation Third Secretary, Embassy of Australia
7 Aug 8 (Mon)
SapporoBoz̆ena Socha
Second Secretary, Embassy of Poland
8 Aug 20 (Sat)
Honjo
Boz̆ena Socha
Second Secretary, Embassy of Poland
9 Aug 30 (Tue)Efrem Z. Chilima
Counsellor, Embassy of Malaw
10 Sep 11 (Sun) Kagoshima
Koganei
Malaysian dance troup, “Mekar Budaya”
Japan Malaysia Assosiation
11 Oct 1 (Sat)Mr. & Mrs. Peter Chali
Counsellor, Embassy of Zimbabwe
Koyoen12 Oct 11 (Tue)28

13 Oct 16 (Sun)

Setagaya

Loh Seck Tiong & Malaysian dance troup,“Mekar Budaya”

Counsellor, Embassy of Malaysia

14 Oct 26 (Wed)Ota

Anne Wenger

Intern, The Goi Peace Foundation

EARTH KIDS SPACEImportant Facts about the Earth Kids Space Program
The Earth Kids Space program sponsoreda total of 1387 events in 2005!
This means that on any given day there
are three or four events being organizedsomewhere in Japan by Earth Kids Space.

100 percent satisfaction among
participants!
Lots of responses, such as the following
from a couple of kindergartners, have been
received: “I can’t wait until the next Earth
Kids event!” and “Why can’t we have an
Earth Kids event every day?”No.

Schedule

Earth Kids Space is connected to the rest of
the world!
Guest instructors include diplomats,volunteer foreign residents, and foreign
students. Those who participate in Earth
Kids Space events have come from every
continent on Earth.
Earth Kids Space events are really not justfor children. Adults, children, animals andplants all receive life from the earth. We are
all “earth kids.”

Classroom

Instructor (titles and honorifics omitted)

Remarks

Ota

Anne Wenger

Intern, The Goi Peace Foundation

Nakayama-Satsukidai

Nirmala Paranavitana

Second Secretary, Embassy of Sri Lanka

Ota

Tiki Gibson Chamboko; Thuresi Ndarama

Counsellor & Third Secretary,
Embassy of Zimbabwe

18 Jan 18 (Wed)19 Jan 21 (Sat)KumamotoBoz̆ena Socha

Second Secretary, Embassy of Poland

Tokushima

Malaysian dance troup, “Mekar Budaya”

Japan Malaysia Assosiation

20 Feb 11 (Sat)

Kurinoko

Loh Seck Tiong & Malaysian dance troup,“Mekar Budaya”

Counsellor, Embassy of Malaysia

21 Feb 18 (Sat)Fukuoka

Mr. Tiki Gibson Chamboko
Ms. Thuresi Ndarama

Families of Counsellor Chamboko andThird Secretary Ndarama

22 Feb 18 (Sat)23 Mar 8 (Wed)24 Mar 11 (Sat)25 Mar 11 (Sat)Date

Mr. Loh Seck Tiong

Counsellor, Embassy of Malaysia

Suginami

Ms. Irena Gancheva

Cultural Attaché, Embassy of Bulgaria

KawasakiRamdani Zahira

Former-staff, Embassy of Algeria

Oji

Boz̆ena Socha

Second Secretary, Embassy of Poland

15 Oct 29 (Sat)16 Nov 19 (Sat)17

Dec 3 (Sat)

Earth Kids Space ◎ Report on Operations for Fiscal 200529

Looking Back at Spaces ofHappy, Fun-Filled Faces,
Experiences, and Human
Contact
Annual Report on Nationwide
Earth Kids Space Events
Earth Kids Space events are filled with fun, happiness, and heart-warming encounters.
Greetings★Making friends, Clean and polite language★Cheerful spirits, attentive
listening★Loss of edginess, avoiding poor and impolite language★No more fighting,words of thanks★Happiness in one’s heart. With “three promises” underpinningeach event, interactions among the children and with others result in some beautiful
crystallizations.

“It’s too bad
we can’t have
Earth Kids
Space
everyday!”“I cherish theart piece that I
made at the Earth
Kids event and am
taking goodcare of it.”“I feel sohappy when
I see the adults
getting so
involved!”

30

EARTH KIDS SPACE“Mom,
thanks forsending in myapplication to
the Earth Kids
Space.”“When I becomerich, I will build
a house for you. You cancome and play. And thenI will build an Earth Kids
Space. Why? So thateverybody can havea good time,
that’s why!”“Coming
here gives mea chance tomeet all myfriends!”“It just feels
so comfortable
here.”“The name ofour events is ‘Earth
Kids’ and when I am
with Azif (boy from
Bangladesh), I feellike we are all
children of theworld.”“Because we
promise that ‘All willtake responsibility for
their own tasks,’ I felt
like I should try to do
it on my own.”“I neverthought about‘the world’ before,
but this week I
talked a lot about‘the world’.”“I’ve neverknown a place
as much fun as
this place. May
I come again
tomorrow?”“It has mademe want to know
more about ourworld.”

Addressed
to a child with
Down Syndrome:“I really enjoyedplaying withyou.”

“Earth Kids
events are:fun, fun,really fun.”Remarks by Children“I had no
idea that water was
so important. I didn’tknow that it could have‘feelings.’ For my summer
research project, I am
going to investigate
water.”“The water
tasted really
sweet when weused nicewords.”“I really
understand
now what itmeans to saythat water is thesource ofall life.”“Thank you
for playing
with me.”“You canjust play andnot worry about
anything here.
I wish we could
spend moretime here.”Afterexperimentson the effect of words
on water crystals, which
made him realize that
he was using rough andimpolite language: “Myway of talking was
no good.”

To a teacher
from Canada: “I
had fun making themasks. Thank you.
I won’t forgetyou.”“The water
crystals werebeautiful; theyshone like ice
chandeliers.”“I love it here
because you get
to play with smallchildren.”“At otherplaces I getteased if I playwith origami, buthere I can doit to my heart’s
content.”“The water wasunbelievably delicious
when we drank it with afeeling of appreciation foreveryone.”“I love myfriends at the
Earth Kids Space.
You are more beautiful
than a red rose, more
beautiful than anyone
anywhere else.
You are all sobeautiful.”“It was fun
because I get toplay with botholder boys andgirls and withyoungerchildren.”

Earth Kids Space ◎ Report on Operations for Fiscal 200531

Remarks from Teachers and Staff“Children
somehow just know
how to become friends.
You see a new childenter and the next thing
you know she is playing
with everyone like they
were always friends.
It is amazing.”“The Space
would not be tenable
without the cooperation
and understanding ofpeople in the community.
And these people
support our efforts ina warm andsincere way.”“The children
have very sensitive
antennae, and when
I am feeling cheerfulor sympathetic, it
resonates withthem.”“Throughmy involvement
as a staff personwith the Earth Kids
Space, I may be theone that is learningand growing
the most.”“It wasalways incredibly
moving to watch
the children
mature andgrow!”“From theday we usedchocolate in ourword experiments,
we began to hearnothing but goodlanguage in theclassroom.”
From anelementary school
principal who allowed
us to use her school foran event: “The smiles
and cheerful voices of
the instructors were
impressive. We teachers
can learn a lot from the
Earth Kids Space
staff.”

32

EARTH KIDS SPACE“When yourespect children’s
ideas and don’t limit
them, they become
more and more
independent anddevise some truly
remarkableideas.”“I am
overwhelmedwith gratitude when
I think of what I would
have missed had I not
become involved in Earth
Kids Space —thosepeople that I met andthat inspirationthat I felt.”

From aninstructor from
China, responding
to children’s notes onan event: “Japanesechildren are fine.
There is no need toworry about
them.”“Basicallythe spirit of thechildren is nurtured
through teamwork
among adults.”“At theEarth Kids
Space, we are not here
to pass on any specific“thing,” but rather wehave to convey spirit—aspirit of compassion,a feeling ofappreciation,and so on.”

Remarks from Parents and Members of the Community“When one of
the children in theclass got hurt, A-chan,
who attends the Earth Kids
Space came running to thechild’s side saying ‘don’t worry,
don’t worry, you’ll be okay.’ As
her teacher, I was amazed at
how quickly she reacted andat how genuinely kind she
was in encouraging
her friend.”“The greatthing about the
Earth Kids Space isthat it allows children
to experience things
that other places donot, or cannot,
offer.”“Thank you
for allowing us
to come to sucha wonderfulplace.”“My daughter
has always used roughand impolite language.
So I cannot believe it when
I see her smiling and havingsuch a good time playing withothers here. I think she has
found a place at the Earth
Kids Space where she
can feel free tobe herself.”“My children
are thrilled
because you
do things forthem that wecannot do.”Remark by amother, who broughta six-year old andthree-year old to an event:“I told them that we can’t gotoday because of thethunder storm, but theywouldn’t listen andinsisted on coming.
So here we are.”“It is reallyfun because thechildren play thesame games
here as they doat school.”“Once my husband
read a poem that our
daughter had written in
her Earth Kids notebook
and wrote a short poemin response. I read it andrealized how deeply
he loved and caredfor our child.”“For theforeign students,
the Earth Kids Space
represents “a very
good opportunity tolearn about Japanand to interact
with Japanese.”

Earth Kids Space ◎ Report on Operations for Fiscal 200533

Introducing the Earth Kids Space program to schools,
members of the community and parents
Leaflets have been produced to inform the general public about activities organized by the
Earth Kids Space program. Each Earth Kids Space organization prints a schedule of its monthly programs, contact information, etc. on the reverse side of these leaflets and distributes themto people in the community, schools and parents.

に集まろう！
「子どもの居場所づくり」新プラン
地域子ども教室推進事業（文部科学省委託事業）
主催／財団法人 五井平和財団

ち きゅうっ こ ひ ろ ば「地球っ子広場」は、文部科学省の委託事業として「地球っ子」とは…

地域の子どもや大人たちが自由に集い、様々な楽しい活動を通して共に学び合うために
五井平和財団が全国各地で展開する新しい「子どもの居場所」です。
「地球っ子広場」では、
和気あいあいたる人と人とのふれあいの中で
い の ち

異文化理解や「心と生命」についての体験的な活動を展開することを通して、子どもたちが愛と調和と感謝の心を育むお手伝いをいたします。
また、「地球っ子広場」は「国連持続可能な開発のための教育の10年（2005〜2014年）」に賛同しその課題にも取り組みます。

自立
調和
国際性
愛と平和

自分のことは自分でしようという意欲のある子人とのコミュニケーションがとれて、仲よくできる子
世界に開かれた視野と、地球への感謝の心を持つ子
人のため社会のため平和のために役立ちたいと願う子――「地球っ子広場」は、そういう子どもたちが育まれてゆく場所でありたいと願っています。

主な活動内容12
3
4

地球理解プログラム
各国の外交官との交流会・外国語に親しもう・民族料理づくりなど

心と生命のプログラム
言葉と心の大切さ・生命の貴さ・
友だちの長所さがし・平和の貴さなど

地域独自プログラム
武道・茶道・俳句づくり・名人紹介・
町の探検・郷土料理など

遊びとコミュニケーションの時間
室内遊び・屋外遊び・読書・宿題など

全国の地球っ子広場〈21ヵ所〉
●札幌
●だて
●江刺
●子持
●本庄
●大田
●杉並

●世田谷
●小金井
●八王子
●川崎
●くりのこ
●なごや
●中山五月台

●甲陽園
●おうじ
●徳島
●南国土佐
●福岡
●熊本
●鹿児島

お問合せ先

財団法人 五井平和財団 TEL: 03-3265-2071 FAX: 03-3239-0919 E-mail: kids@goipeace.or.jp 〒102-0093 東京都千代田区平河町1-4-5 平和第1ビル
詳しくは、http://www.goipeace.or.jpをご覧ください。

34

EARTH KIDS SPACESAPPORO
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Creating forms through molding clay
Sapporo —“Ceramics is a lot of fun!”Looking back on the year: We spent somewonderful moments together, doing and making
different things. In conversations with children
and their parents, everyone was always smiling. I
felt the joy that comes from people uniting behinda task. For our events, we sent notices to nearby
elementary and middle schools. This gave the Earth
Kids Space considerable exposure within the community. We held aikido practices (for middle school
children) on Saturdays and Sundays and organizedbook reading groups. The latter provided opportunities for close interaction and seemed to offer astructure of education where empathy, compassion,
joy and other true human feelings mattered. Aftercompleting the year, I felt very grateful for thecooperation received from members of the community and the PTAs of the different schools.

There is just one
piece like it in theworld

Ceramics ● December 3, 2005
On this day a ceramics class led by Mr. Masato
Yako, art instructor at Hassamu Junior High School,
took place. After a brief explanation of the process,the class went to work for about an hour and it wasamazing to see everyone’s level of concentration. A
parent said: “I wanted to learn, so I invited my son!
It was really a lot of fun.” The boy, with evident satisfaction, said: “It was fun.” And Mr. Yako: “Making
things is one of the fundamental joys of being
human.” He added, in words that allowed participants
to reconfi rm the value of the day’s efforts: “In theWest, only professional artists work with ceramics. In
the East, amateurs make lots and lots of pieces. Theydevelop an attachment to what they produce, use theitems in their daily lives, and put their works on display. In my mind, this is a manifestation of the East’s
spirit of harmony.”

With guests from Poland. Say Cheese!

The freedom tomake what one
wants to make

The work pieces we madeEarth Kids Space ◎ Report on Operations for Fiscal 2005

35

DATE
Earth Kids SpaceDate■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Nurturing an open and accepting
spirit—Life’s interactions in the landof the north

Looking back on the year: In the beginningof the year, the staff and the children had to accept
challenges head on. It was a year in which we dealt
with a variety of tasks together, slowly buildingon each step as we moved forward. The children
seemed to enjoy the events and looked forward tocoming each time. I believe the Earth Kids Space
events enabled adults and children to share in somespecial moments.

A silvery world—house lights radiate warmth

How far do rubber bands fly?

Making Christmas wreaths ● December 17, 2005
In snow up to their knees, the children ventured out
into a silvery world to find material for their wreaths.
They walked through fields and hills, cutting snowy
pine branches and picking nuts. All of the material could be gathered in areas around the property,
which bespeaks nature’s benevolence and bounty in
our community. The children had fun making thewreaths, singing to themselves while working. And
they produced some highly individualistic pieces.
Younger children in the lower grades skillfully tiedthe decorations and strings. This is a special featureof Date’s Earth Kids Space, which puts store on
working with one’s hands. The day ended with everyone having a meal of delicious, homemade curry,which they preceded by singing: “Thank you, God,for this food, which was nurtured by the sun and therain and by human hands. We gratefully partake of
this blessing.”

Children went out to gather stems for their wreaths

Handmade wreaths—the wonderful fragrance of woodpermeates the room

36

EARTH KIDS SPACEESASHI
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Children and local foreign residents
Esashi —Expanding the circle of interaction
Looking back on the year: On the UN’s
International Day of Peace, the children organizeda flag ceremony and had a great deal of fun doing
it. It was an inspiring sight. And I will never forget
the time that I spent with about a hundred children
at the Christmas Concert.
Recently, the children have begun confiding inme about a lot of things. And I’ve begun to realize what copycats they are! When someone getshooked on something, everyone gets hooked. But
an attitude of “this is boring” is also contagious. So

I’ve got to find things that will get them hooked.
Through Earth Kids Space events, an unbelievably
large number of encounters with different people
and social interactions continue. In our encounterswith foreign residents of the community, somehave been quite moving, including a meeting witha Filipino woman who teaches English in the community.

Working on a piece using fall leaves

The great group of friends
at Earth Kids Space

Flag ceremony on the UN International Day
of Peace

When children are captivated,creativity is nurtured

Talk on China ● July 9, 2005
The group learned about China from a talk given
by You Takahashi, who is originally from Shanghai.
We were all surprised to learn that China is divided
into 56 ethnic groups, the Han being the primary one.
The children said “They’re lucky! Why can’t we have
that?” when they were told that lunch recesses in
China were two hours long and that Chinese children
spent a lot of time with their families. Ms. Takahashi
also taught the children Chinese games, including“cutting paper,” “the rubber band game,” and “kicking the shuttlecock.” The program offered a valuable
opportunity to learn about China through contact
with someone from the country.

“China is a huge country!”—Listening to talks brings othercountries closer

Earth Kids Space ◎ Report on Operations for Fiscal 2005

37

KOMOCHI
Earth Kids Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■A first for us boys—
Komochi Learning the art of flower
arrangement and bamboo weaving
Looking back on the year: I always got alift from seeing children return home in a happy
mood. Because of our twice-a-week event schedule, the instructors were different each time, but
this seemed to strike the children as something
new and fresh. The staff met frequently and eachmember put his or her all into the events, bringing
to the fore some hidden talents along the way. Our
Earth Kids Space was small, because of the envi-

When everyone became an ikebana artist

ronment in which we operated. In Komochi, many
children attend private after-school classes and thislimits the number who have the time to come. But
it was a year of wonderful interaction with children
as well a as their parents.

Crafting with bamboo

Christmas Party ● December 22, 2005
The children arrived on a very snowy day, withmothers providing drop offs and later pick ups tohelp us go through with the event. Our guest thisday was James, an “Assistant Learning Teacher”(ALT) from Maebashi. James, who is from Arizona,greeted everyone with a cheerful “Merry Christmas.”
He showed the children slides of a Christmas party
back home. “Wow!” Amazed voices arose among
the children, who were captivated by what they saw.
James sensei taught the children the English words
for Christmas symbols; the children played games
and enjoyed dancing to the tune of “Jingle Bells.”
Even the initially shy children ended up joining in
the fun, saying “Let’s do it again!” There was a drawing, where children picked handmade lots and waitedin anticipation for their presents. This was followed
by a filling Christmas lunch. A number of children
remarked: “We love the Earth Kids Space. We hope it
continues for a long time.”

38

EARTH KIDS SPACEJames sensei at our Christmas PartyHONJO
Earth Ki ds Space

Honjo■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Children just naturally know
how to get along...

Looking back on the year: As we continued
to hold our events, we began to see children stop
disputes among other children; and to see those
who had been there a while reaching out to others
who might be standing awkwardly to the side andinviting them into their groups. New participants
were put at ease, and it was heartwarming to see
the experienced children teach them about the
Earth Kids promises—“this is what you do when
this happens, okay?” The community of children
seemed to come together naturally. Each of theEveryone enjoys the daily afternoon snack

staff was experienced in communicating with children (reading books to them, etc.) and interactedwith great skill. Despite holding regular jobs, they
invested a large amount of energy into the events.
This reinforced the feeling in my mind that Earth
Kids Space events were not about a formal structure but rather were about creating opportunities
for heart-to-heart interaction between the staff
and the children. I hope to be able to maintain thisatmosphere of freedom hereafter.

At the Earth Kids Star Festival, handmade
national flags are on display

Learning about the world from Hudson of Solomon Islands

Flower Arrangement ● February 13, 2006
We arranged spring flowers under the guidance ofguest instructor, Ms. Mariko Yoshida. Tulips, we were
taught, could have long or short stems. One could
give prominence to gerberas, or tuck them off to theside to bloom inconspicuously. Through such choices,
we expressed our individuality. In Yoshida sensei’s
words, flower arrangement “differs from handicrafts
in that you can make an arrangement without knowing how to do it. It doesn’t matter whether you cut
the stems short or long; you choose, and the result
is an idiosyncratic arrangement. So it is not a matterof skilled or unskilled: if the arrangement suits yourtaste, it has value.” On this day, the children added
messages of the heart to their arrangements: “Thanks
to my entire family.” “Thank you for supporting me
every day. I am grateful.” One child, thrilled by what
he had created, appended a different kind of message:“A present to myself!”Choosing favorite flowers: a serious matter

Earth Kids Space ◎ Report on Operations for Fiscal 2005

39

OTA
Earth Kids SpaceOta■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Words inscribed on a fan—
“I will treasure this fan always!”

Looking back on the year: It was a year of
gradual steps forward, as we solved a variety ofissues one at a time. The 20 or so children in ourgroup expressed themselves freely, unhindered by
restraints, and gradually released the burdens thateach carried within. The staff was totally acceptingof these feelings and observed the children withcare. Some children changed noticeably from theirinitial days at Earth Kids Space. The aim of thePlaiting missangas with woolen yarn

Ota Ward Earth Kids Space has been to offer
children opportunities to participate in its eventswith a sense of ease, without feeling pressured. In
this sense, the work of the Ota Earth Kids Spacehas begun to take shape and become established.
In terms of program content, since we know thatnatural materials can convey messages to city-bredchildren, we intend to work on programs whose
keyword is “nature.”

Assembly after the completion of weaving

Giving Friends the Gift of Kind Words ● July 27, 2005
Felix Guevara from Honduras performed on thequena and guitar. Children who were given a chance
to play the quena came away impressed by Guevara’s
skill: “He makes it seem so easy to play, but it isreally quite hard to blow into the flute.” This was followed by an exercise in which each child inscribed afriendly message on a fan. Each was asked to paste

The group also learned how to cook

40

EARTH KIDS SPACEa head-and-shoulders photograph to the center of the
fan and decorate that side with colors. On the back of
the fan, the children were then asked to write down
“what makes me happy, what I enjoy” and exchange
the fan with a friend. Afterwards, the staff encountered many happy faces on children taking their fans
home.

Being totally absorbed in fan making

The audience wascaptivated by Mr. Guevara’s
quena performanceSUGINAMI
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Allowing children’s imagination to soar
Suginami

Looking back on the year: It was a year
in which I focused completely on the Earth Kids
Space. Interacting with children, who will be thestewards of our future, was a rewarding experience.
With each event, the children grew in a variety ofways, which was inspiring to see. Relationships oftrust between Earth Kids Space and the community
became stronger as events were run with the understanding and cooperation of increasing numbers ofpeople—parents and others in the community. Eachstaff member brought his or her special talents
effectively into the mix. At each event, particularattention was paid to safety; during the autumn andwinter, when the days were short, the staff split up
and accompanied the children home. Our goal forthe future is to continue to put store in cheerful andfun events and to carry these out with sincerity.

Fragrances as Therapy ● October 5, 2005
“Seeing” Scents, “Seeing” the Heart

Hand-made fish pond: are the fish biting?

Led by fragrance designer Fumie Yamashita, thisprogram provided education for the heart through useof the sense of smell. Without being told their names,
the children were given five different fragrances toenjoy and were then asked to record colors, scenery,stories or other associations that each scent brings to
mind. Yamashita sensei: “‘Seeing’ scents amounts toseeing inside your own heart. Please use the words
that come directly to mind.” With this guidance, thechildren began to express themselves. From a girl in
the fourth grade: “Pink flowers are blooming, and in
the distance I see a castle with a flower garden, wherea princess wearing a pink dress is playing.” A boy
who has been given a bottle of perfume which is the
only one in the world says, with evident satisfaction:“I will treasure this bottle of perfume!”

Everyone hard at work preparing for the Earth Kids steel fair We engaged in word experiments

Fragrance
designer,
Fumie
Yamashita

Lost in concentration while listening to a student from Korea

The precious moment to blend your own perfume

Earth Kids Space ◎ Report on Operations for Fiscal 2005

41

SETAGAYA
Earth Kids Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■We’re all earth kids
Setagaya —Japanese and foreigners alike!
Looking back on the year: Our aim was toorganize activities that were rooted in the community, hence our participation in events such as the“Kyodo Elementary School Bon Dance” and the“Children’s Bazaar” sponsored by the children’shouse, and the invitations we extended to instructors from the community. To encourage the development of international mindedness, we frequently
asked foreign students in the community to participate in our events, and they became a major asset
to the program. Not only were the children andtheir parents pleased, but foreign students enjoyed
the events immensely. The staff decided to focus

on activities with than just playing time by the staff
decision. Recently, the children have begun to initiate their own ideas for events, e.g.: “Let’s stage aplay or let’s have a magic show.” Through discussion of the specifics of such ideas, we will aim tonurture their autonomy.

The national flag of Malaysia in Kid’s hands.

Martial art performance for guests from other countries

The bamboo dance was a ball!

Welcoming the Malaysian dance troupe witha hand bell performance

The children listen with fascination to Timote
talk about Fiji, his country of origin.

UN International Day of Peace ● September 18, 2005
The event was held at the gym of the Kyodo
Elementary School in Setagaya. Inside there weredrawings of the flags of different nations, pencil balloons, and booths manned by foreign students (fromTunisia, Jordan, Iran, Pakistan, Bangladesh, Thailand,
China, Indonesia, Philippines and Mexico). Carrying“Earth Kids visas,” the children circulated among thebooths as in a stamp rally. At each booth, the children

42

EARTH KIDS SPACE

were taught how to say “good day” “thank you”
“friend” and “peace” and also how to write theirnames. The children took these words down on piecesof paper and hung them on a peace tree that had been
set up in the gym. Demonstrating warmth and friendliness, the foreign students made a very positive
impact on the parents.

KOGANEI
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■When you accept children totally,
Koganei everything just proceeds naturally
Looking back on the year: My strong feeling is that, without the support and cooperation ofstaff, volunteers and others in the community, there
can be no Earth Kids events. It is only when everyone recognizes and accepts the various issues thatarise that solutions can be devised. The children arevery observant of the staff so that when someone
is absent they will ask: “What happened to you
today?” One aim for the future is to increasingly

incorporate input from upper grade students into
our programs. We have received various kinds ofsupport from the community, including contribution of fruits from parents and others and faxedcomments on our events; and local merchants contributed goods to our Halloween party in October.
We were also very delighted to receive an invitationfrom the nearby elementary school to use school
facilities for our events.

Malaysian Dance Troupe ● October 1, 2005
Dressed in ethnic costumes, Mekar Budaya, a national dance troupe from Malaysia arrived at the event
venue. The dart blowing performance of the troupe
leader held everyone in suspense. After an introduction by a Malaysian student in Japan, the troupedemonstrated the angklung, a bamboo instrument,
and performed the bamboo dance and another ethnic
dance. The children were then invited to try out the
instruments and the dances and everyone took on thechallenge with enthusiasm. Girls in the fi rst grade
caused gasps of amazement in the audience with theirskill. The performance ended with the presentationof a bouquet of flowers and a word of appreciation in
Malaysian: “Terima kasih.” It was an enjoyable program for children and adults alike.

Watch us! We can do the bamboo dance! Pretty good, huh?

Hand making and playing
a zoo sugoroku game

Personal contact
with members ofthe dance troupe

Earth Kids Space ◎ Report on Operations for Fiscal 2005

43

HACHIOJI
Earth Kids Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Through the experiences,
Hachioji children continue to grow
Looking back on the year: Through theactivities of our Earth Kids Space, I learned that
there were these great people in our neighborhood.
It was a wonderful experience. Children who in the
beginning could not greet others or look them inthe eye gradually began greeting others in a loudvoice and engaging in humorous conversation. This
was tremendously inspirational. We endeavoredto get the most out of each program. For example,
we incorporated a lot of creative activity that combined “stillness and movement,” which enabled thechildren to concentrate. We brought knives into oneof the events, knowing that in homes and schools
this was avoided because of the supposed danger;
we got the children to try to peel apples. With one
adult watching every child, each tried his or her
best, and the event made a significant impact on thechildren.

Visit by Diplomat ● August 8, 2005
We received as guests Mr. Shane Flanagan, Third
Secretary of the Embassy of Australia, and Ms. Izumi
Masuda of the Australia-Japan Foundation. The children, captivated by the presentation, had things likethis to say: “It was interesting: Mr. Flanagan was akind and gentle person and we learned that Australianschool children wear uniforms.” The fun really began
when the guests brought out the animal cards. The
children learned a lot of names of Australian animals,
such as “platypus, wombat, and possum.” For lunch,
the children and the guests ate rice balls. It was a day
filled with such interactions between the children andthe guests.

The stories
about Australia
are fun!

A day for playing
outdoors

We made our own rice balls

44

EARTH KIDS SPACE

Tea ceremony day: the children’s expressions are serious

KAWASAKI
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Receiving the blessings of sun, water,
Kawasaki air, land, and food,
we are all Earth Kids
Looking back on the year: The children’ssmiles were beautiful. With each event, I sensed
that they were gradually letting their guard down
and being themselves. You could see various
changes occurring in each individual: for example,
children would begin reaching out to help the staff
members. The children are quick to learn and quick

We built our own stilts

to react, but the most important thing they have tolearn is mutual acceptance. In order for the activities to be fun-filled, unrestrained and free among
the children, there must be mutual acceptance
before anything else.

The beat is from an African drum!

Earth Kids Festival ● October 29, 2005
We participated for the first time in the “Shimoda
Festa,” held at the Shimoda Elementary School. At
the Earth Kids Festival, children received angel cards
saying “Thank you” and pasted them with appreciation on a large balloon of the globe. Then they wrote
on mozoshi paper something that expressed theirappreciation. A middle school student contributed
this: “To the setting sun: thank you for inspiring mewith your different expressions each day.” The mostpopular attraction at the event was the ball-throwing
game, “Try imagining the immensity of the universe!” The full program also included choral singing
of the song “Believe,” the showing of the video “Gaia
Theory,” and an exhibit entitled “The Feelings ofRice.” The festival ended with the singing of “Thankyou for the earth!” which expressed everyone’s profound feelings of appreciation.
We pasted lots of angel cards on the globe balloon

Earth Kids Space ◎ Report on Operations for Fiscal 2005

45

KURINOKO
Earth Kids Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Surrounded by bountiful nature,
Kurinoko we are inspired in so many ways
Looking back on the year: We have dedicated ourselves to engaging sincerely with the children in each event. Unity of effort is vital. When
our programs succeed, we see children continue
to grow with each event. That is the joy of being
involved—we are inspired by the children’s boundless creativity. We have been increasing the numberof participants by building strong relationships

with people in the community. By exploiting thespecial characteristics of the community, our aim
will be to create a program that is unique to the
Kurinoko Earth Kids Space. Our hope is that these
events become processes that draw out the inherent abilities of children and that enable us to growalong with them.

Harvest Festival ● November 27, 2005
At the Kurinoko Earth Kids Space rice paddy,
cheerfully dressed spirits appeared under the clear
autumn sky, all of them current and former instructors at our events. The program began with dialogue:“I am the spirit of the mountains and am always
observing you from a high peak,” which inspired
the children to respond: “Mountain spirit, thank you
for protecting us.” This was followed by a round ofquizzes, where children had to name “three edible
plants” and “three animals who nurture their young inpouches.” Senryu [humorous poems] were unveiled,cleverly expressing the feelings of that day:Each child, using his or her individuality

Drum can in field
You warm us in our circle
Behind still cold
An instructor summed up the fine Harvest Festival bysaying: “It’s been a long time since I’ve had a chance
to talk and eat with children in this way. I had a wonderful time.”

We also met Gov. Yasuo Tanaka

The spirits at the Harvest
Festival

46

EARTH KIDS SPACE

Preparing for the arrival of the
Malaysian dance troupe

A visit to a retirement home: residents watched
our dances and songs

NAGOYA
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Children are all artists
NagoyaLooking back on the year: The year wentby in a flash; my main impression is that children
really changed. Their language became positive,
while negative language disappeared. Everyone
became cheerful. The children frequently citedthe three promises and were able to connect thesepromises to their actions. Gaining the ability togreet others, children are now able to communicate

more effectively. We continue to turn out enjoyable
Earth Kids Space programs, where we can observein clear and evident ways the growth process ofeach child.

Making Festival Dolls ● February 11, 2006
Our guest instructors for this event were membersof the “Ocha no Kai, Egao” [“The Tea Time Group,
Smiles”], who began teaching doll making at retirement homes and other locations about four years ago.
They had us build festival dolls out of fi lm cases.
The children went hard to work on their creations,each putting his or her stamp on the faces they drew.
Out of the experience came remarks such as: “I
don’t enjoy art class at school, but I love learning
how to make things here!” and “I love making things,
because I am an artist.” A fourth grade boy, who has
emerged as one of the group’s leaders, said: “Thething I enjoy most is reciting our three promises.” Hepromptly got up and happily did just that.

“Now, this is how
you do it”: learningfrom kind andpatient teachers

Our lineup of charming festival dolls

It’s summer; it’s festival time;it’s time for the taiko drums!

Slap, thud, slap, thud: The sounds of rice cake pounding

From an Earth Kids notebook at the
Nagoya Earth Kids Space● A parent’s message: ●“My son/daughter is really looking forward to thetalk on foreign cultures and on interacting withother people. It is going to be crucial in our world
hereafter to be able to look broadly and deeply atthings. I hope that you will be able to convey to many
children the facts about our world: how large it is; andhow beautiful; also its poverty; and the horror andfoolishness of war...I will also try to help.”

Earth Kids Space ◎ Report on Operations for Fiscal 2005

47

NAKAYAMASATSUKIDAI
Earth Kids Space

Nakayama
satsukidai■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Aiming to become a spiritual spacefor children’s activities in local
community

Looking back on the year: The entire staff
was deeply moved when a child remarked one
day “Why is it that Earth Kids Space is so muchfun?” A lot of children have begun to look forward
to our events. While there are areas that must be
improved, such as the children’s use of language,
their attentiveness, etc., we are accepting and nonjudgmental about it all. Some of the children who
come to us bear emotional scars from broken

Presentations
with handmade flags

Higher, higher and higher still

homes and so on, so one of our hopes is to be able
to provide in some small way a place of refuge forthem. Because we use a school for our program,the principal and vice principal sometimes give
us some much appreciated support. In the second
year, we will aim to increase events that deal with
the Declaration for All Life on Earth, including
those that focus on the importance of life, environmental problems, etc.

A happy time with lots of friends

Each child,a “treasure”

Finding Strong Points ● July 13, 2005
The theme of the day’s event was “fi nding andwriting down one’s strong points, and having others
describe and write down one’s strong points.” At theend, comments such as the following were crisscrossing the room among the 60 or so participants: “Write
it down again! Write it down as many times as you
like!” Children who were initially shy about participating got caught up in the atmosphere and foundthemselves beginning to write. From this emerged

48

EARTH KIDS SPACE

a lot of words that would become treasured: “Youhave a nice smile” “Your strong point is your sweetness” “You are as bright as a full moon” “Thank you
for everything” and so on. A boy in the third grade
remarked: “At first it was a little embarrassing anddifficult to find my strong points, but I found myself
become happier and happier.” It was wonderful to see
the children undergo these beautiful transformations.

KOYOEN
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Nurturing intelligent, sensitive andKoyoen compassionate Earth Kids through playand experiences of foreign cultures
Looking back on the year: I don’t know
how many times I was reminded: “How lucky I
am to be a coordinator.” The children now open
up completely to me, and even if they cause aruckus, in the end it is harmony to my ears. The
name “Earth Kids” is now readily recognized at
the elementary school where we hold our events.
Whereas previously children would ask “what is
this ‘earth kids’ thing?” they now tell their friends,“Today, I have to go to ‘earth kids’”—and friends
understand. Looking forward, our aim is to beable to have the Earth Kids Space take root in thecommunity by calling for volunteers from the community and from the parents, and also from those
associated with local high schools, 2-year colleges,
and universities.

Playing kendama

Having a terrific time outdoors!

Terrific balance in this“acorn yajirobe”

Aren’t these Napalese costumes
gorgeous?

International Exchange; Preparing Rice-flour Dumplings ● August 24-25, 2005

Gathering around guests from Nepal

The event began with a question from the staff:“What are these marks on the world map showingus?” The children answered: “The countries where
teachers come from.” This cued the entry of Soshiraand Runa from Nepal, who performed Nepalese
dances for the group, dressed in beautiful native
costumes. On the second day, our guest was Bahram
from Iran. The children heard a talk on Iran andtasted dried dates. They also learned how to prepare
Iranian tea. The message from his talk reaffirmed thevalue of peace: “My country fought a war with Iraq.
Japan continues to maintain a stance of peace which
is highly commendable.” After a snack of homemade
rice flour dumplings with Bahram, the children weresatisfied and full.
Earth Kids Space ◎ Report on Operations for Fiscal 2005

49

OJI
Earth Kids SpaceOji■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Hard at play, or while experiencing
new things, our children’s smiles lightup the room

Looking back on the year: Since launching
Earth Kids Space, we have applied our wisdom andeffort to the tasks of recruiting participants, findingsites, and planning programs. I am very gratefulthat in this way we were able to sustain the program
over the year. Staff and volunteers united behindthe space’s aims and combined their capabilities tomove the program forward. This resulted in someenjoyable interactions with the children as the year

What color should I choose?

unfolded. Members of the community were also
very generous in assisting us. In year two, we will
aim to build an even better program, and in doing
so will attempt to tackle projects that had been
beyond our capacity to date.

Tea ceremony experience, when time slows down

Steel Pan Performance ● January 21, 2006
This day’s event featured Susumu Muraji and the
Curepe All Stars. The children were fascinated by thesteel pan, an instrument they had never seen before,
and by Mr. Muraji’s dreadlocks. Steel pans originatedin the South American nation of Trinidad and Tobago
and are made by cutting sections out of an oil barrel.
The beautiful scales that can be generated on these
instruments have led some to speak of “steel pan
heaven.” That lighthearted sound, and Mr. Muraji’s
philosophy of “If you can’t enjoy today, how can you
enjoy tomorrow?” were evident in the performance.
Using improvised instruments made by putting buttons into film containers, the children kept time withthe rhythm and were really grooving. The children
were later invited to play the drums and to peer into abarrel (of the kind used to make the instruments). So
it was not just a day of listening for them, but one of
palpable excitement.

Steel pandrums: whata beautiful
sound!

There is so much we want to ask Mr. Muraji!

Hey, is this really an instrument?

50

EARTH KIDS SPACETOKUSHIMA
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Hearts resonating with other hearts—
Tokushima Good communication at Earth Kids
Space events
Looking back on the year: During the year,
strong relationships of trust developed between thechildren and the staff. Communication between
children and adults, and between children andother children, also vastly improved; and this goodcommunication became increasingly common. The

Sensei, please teach me! Try doing it this way

Balloons anyone?

changes that occurred in the children brought on avariety of positive results, which you felt it could
almost be measured. All of this made the children
more and more endearing in our eyes.

Friendly exchange with our visitor from Iran

Firefighters look really smart!

Reading Picture Books to Children ● March 9, 2006
On this day, Earth Kids Space welcomed “Kazesan,” the director of the NPO “Fugetsuan,” a freeschool, who came to read to the children from somepicture books. “Fugetsuan” is a gathering place forseverely withdrawn children. Believing that the principal cause of severe social withdrawal is the inability
to open up and share one’s feelings, Kaze-san established his academy as an “alternative place of learning to nurture the human spirit.” According to Kazesan, its aim is teach children how to express theirinner feelings and to give them peace of mind; and to
improve their communication skills through counseling and training in human relationships.

Learning how to play hand bells

Before Kaze-san began reading, he asked the children to please listen intently. Over the course of anhour or so, he read from a book called “Iroiroironna
Hi” [All Kinds of Days], which depicted humanemotions in colors, and another called “Tadashii
Himawari no Sodatekata” [The Correct Way of
Nurturing Sunflowers], which discussed how humanbeings should handle their emotions. Throughout,the children remained remarkably quiet, listening in
rapt attention to his stories, their imaginative powers being fed and growing. When the reading ended,
one boy begged Kaze-san to carry him on his back,an expression of his fondness for Kaze-san. After alunch of chirashizushi, prepared by the staff, and of
the Tokushima specialty kintoki baked sweet potato,
the event ended with satisfaction written on the facesof many children.
Earth Kids Space ◎ Report on Operations for Fiscal 2005

51

NANGOKU TOSA
Earth Kids Space

Nangokutosa■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■In an atmosphere of friendly informality,
Earth Kids Space events offer freedom
and fun to adults and children alike

Looking back on the year: The neighborhood elementary school has allowed us to use theschool grounds and its gym for our events. We
have continued to hold our aikido practices, whichhave been a part of our program since its inception;
the number of children asking to participate in it
is increasing. By disciplining the mind and body,
we hope to nurture children who have cultivated an
appreciation of peace, harmony and international
mindedness. We have promoted closer interaction

Today the children are the photographerswith members of the community by participating in
the “Yamanote Friendship Festa” and are cooperating in efforts to keep our children safe by patrollingneighborhoods in our recently formed “Yamanote
Children’s Protection Battalion.” We continue to betaught a great deal from the purity and honesty of
the children. We are creating relaxed mutual relationships beyond generations.

Welcoming a guest from the Embassy of Poland

Aikido at the Elementary School ● February 25, 2006
This event was held on a bright springtime day at
the Takaoka No. 2 Elementary School in Tosa, which
has supported Earth Kids Space by allowing us to use
its facilities. Both Principal Noriaki Oka and Vice
Principal Junko Mizobuchi attended the event. The
session was led by Iwame-sensei. Softly, Mr. Iwame
asked the children to “sit in the seiza style,” which
immediately quieted the children down. Adults, too,
became deeply engaged. Iwami-sensei: “Aikido is notabout uselessly combating force with force, but rather
about controlling your opponent’s violence only; it is
not about injuring or taking another’s life. Aikido isa martial art that respects human life, it is a martial
art of peace.” After the aikido work out, the children
split into groups, one doing komamawashi, anotherorigami, and another “foot base.” They played to theirhearts’ content.

Listening intently to the sensei speaking about aikido

Baby turtle
on the parent
turtle’s back52

EARTH KIDS SPACEFUKUOKA
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Our greatest joy is seeing
Fukuoka the wonderful children grow
Looking back on the year: The underlying
premise of the idea of “reverence for life” and also
the foundation of a human being’s life is the ability torecognize that everyone “is significant and absolutely
precious.” Accordingly, we have sought to treat eachchild’s emotional and spiritual side with the utmost
care. There is a story about a small accident at school,
where a child who attends Earth Kids Space offeredassistance in a quick and natural way. These actions
caught the attention of the teacher, who was deeply

impressed by the child’s actions. The more frequently
a child attends our events, the more settled and compassionate he or she becomes. Parents and membersof the community are extremely appreciative of ourefforts. Through word of mouth, the number of participants in our events is increasing. In year two, we
believe that we can add to the fun of our events andput together programs that involve interaction or joint
sponsorship with other groups.

Lets’s work on this together!

Welcome to Earth Kids
Space!

Zimbabwe’s national anthem on
the koto

Children gain valuable experienceinteracting with people from other countries

Learning first hand about aikido

Visit from an Official from The Embassy of Zimbabwe ● February 18, 2006
On this day, we welcomed two officials from theEmbassy of Zimbabwe, Tiki Gibson Chamboko andThuresi Ndarama. We placed colorful decorations
around the venue, including paper Zimbabwe flags,
which were drawn by the children, flower arrangements, origami and other items. The guests werealso greeted by a rendition of their country’s national
anthem played on a koto. Ms. Ndarama, who was
dressed in an ethnic costume, spoke briefly about her
country and then showed the group a video depicting her country’s current situation. Someone thenrespectfully asked “What is the meaning of yourcountry’s flag?”, which pleased Mr. Gibson greatly.
He responded: “The white symbolizes peace, andthis is the most valuable and important thing. So I

sincerely appreciate the honor of being able to speakat the Goi Peace Foundation in this way.” In answer
to another child’s question, “Could you tell us about
traditions in Zimbabwe?” Mr. Gibson responded witha point that all should remember: “To pay respect—
to feel respect not only toward your parents, teachers and others who are above you but also to otherhuman beings—that is a Zimbabwe tradition.” The
talk was followed by activities for guests and children, including the fukuwarai “create-a-face game,”
which provoked much laughter, and the folding oforigami. With everyone enjoying each other’s company, it turned out to be a heartwarming and wonderful
day of international friendship.

Earth Kids Space ◎ Report on Operations for Fiscal 2005

53

KUMAMOTO
Earth Kids Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Both children and adults are growing
Kumamoto

Looking back on the year: So much of theexperience has been inspiring: meeting the children,
seeing them try with all their might to accomplish acertain task, watching how much they enjoy games
and other physical activity and how they never say
die. There are times when it gets tough, but we havelearned that in such instances—when children insist
on having their way, based on what they like or do
not like, or when they raise their voices, etc.—it isimportant to put your arms around their shoulders,hold their hands, and otherwise provide the warmthof human touch. Younger sisters and brothers (kindergarteners) also participate, and as they continue
to come to the events, the sense of differences in age
among the children dissipates. We hold our events in a
hospital and are able to continue having them becauseof the participation and support of many people. One
person, for example, has offered to help us makecontact with foreign residents and students. Looking
ahead, we aim to formulate a unique vision for our
space, one that takes into consideration the wishes
and opinions of parents.

Visit from Officials from The Embassy of Poland ● January 18, 2006
When Boz̆ena Socha of the Embassy of Poland
arrived at our event, she was greeted with a “dzien
dobry!” (“Hello!” in Polish), which the children hadpracticed before hand. Not only did this delight Ms.
Socha but it also delighted the children because they
had made themselves understood. By using a guest’s
language to convey their greetings, the children wereexpressing respect in a very natural way. In her talkabout Poland, Ms. Socha mentioned that “summer
vacations were two months long,” and that children
were allowed to stay home on March 21 to celebrate“the beginning of spring.” This provoked an envious
cry from the children, who said: “What? We’d likethat here too!” Ms. Socha later gave a quiz, which
the children responded to with one correct answer
after another, indicating how closely they had been
listening to the talk. In Poland, elementary schools“Thank you” and “Hello”
in other languages

Coloring Easter Eggs!

With Ms. Socha of Poland, who “adores children.”are all named after famous Polish people. Hence, youhave Copernicus Elementary School, Marie Curie
Elementary School and so on. This custom evolved asa means of nurturing a sense of pride in the country.
Ms. Socha also sang the theme song from a popularcartoon show in Poland. The children then painted
in the colors of an Easter egg that Ms. Socha had
drawn. It was a day that brought Poland much closer
to everyone.
Listening to an interesting presentation

54

EARTH KIDS SPACEKAGOSHIMA
Earth Ki ds Space■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■■Our activities will convey naturally to
Kagoshima the children the spirit of compassion forothers and feelings of appreciation
Looking back on the year: Because of thesmall number of people on our staff, we can only
do things when we have the support of people who
are familiar with what we wish to do. In fact wehave managed to come this far because of sometremendous teamwork between the staff and suchpeople. Central to all of our activities are the children, who we believe have been learning more
about caring, cooperation, gratitude and otherimportant matters of the heart. Their laughter,
their wonderful natural abilities, their trust...each

day they are getting closer to all of those qualities
aspired to by Earth Kids Space. Today’s children
are given “things” in abundance. Here, our job is
not to provide them with things, but rather to convey clearly the importance of such matters of theheart. In February we held a show at the city hallgallery that we put everything from the past year
into. Next year, we look forward to involving manyothers in a wider range of activities and working
jointly with many more people in the community.

Everyone did theirshare of the small
choresNo one holding back in thiscontest!
Takoyaki, madeWe planted some charming flowers
by everyone

Let’s Camp in The Magnificence of Nature ● August 6-7, 2005
This was a purely summer event. The children lived
for two days away from their families amid thegreat outdoors of the Sanroku Fureai Park near Mt.
Kaimon. The program had much to offer: barbecues,
pools with moving water, grass skiing, nature walks,astronomical observation, fi reworks, etc. Sleeping

and eating together brings people closer together. At
the camp, we also had a haiku writing event led bya haiku poet/teacher. The following haiku written by
the children and staff convey a sense of the setting
and the atmosphere of the camp.

• My summer was / A time of many smiles / And shining sweat (5th grader)• Sprays of water / The cicadas are buzzing / This our camp ground (1st grader)• Beetle / With your black body / You look so cool (7th grader)• With a lot of my / Good buddies at the camp / A barbecue (7th grader)• Oh shooting star / I think at Mt. Kaimon / Of a dream now gone (staff)• A splendid sight / Last night’s fireworks display / A shivering breeze (staff)• Frolicking children / Will it be them and me / In the pool today (staff)
Two days surrounding by the great outdoors

Earth Kids Space ◎ Report on Operations for Fiscal 2005

55

The Earth Kids Space Program
To express and put into practice the spirit of the “Declaration for All Life on Earth” through education–this is the philosophy on which Earth Kids Space has evolved. The first half of this section (P.56~61) describes the starting point of
this educational program and the goals that can be accomplished through it. The second half (P.62~83) presents theeffective, well-received methods actually used in the program. We encourage everyone to try out these methods at children’s activity spaces around the globe, and to give us feedback on their effect.

The Goi Peace Foundation’s Educational Aims
The Goi Peace Foundation believes that humanity must look to a number ofcommon ideas as the starting point for education and believes that theseideas are summarized in its “Declaration for All Life on Earth.”■ Educational
philosophy

Human beings are members of a global community of life; they must cultivate anawareness of their responsibility and mission toward this community and carry out
this responsibility and mission■ Objective ofeducation

Our objective is to concretize this responsibility and mission as members of a global
community of life: which is to say, it is to cultivate the capabilities and skills, and thepersonality and character traits, that will contribute to building peace and harmonyin the world, a world based on an awakened consciousness that transcends all confrontation and discrimination■ Areas ofcoverageWith the philosophy of lifelong education as the guiding principle, the foundation’s
educational activities shall cover a wide range of areas, including social education,family education and school education■ View ofchildrenChildren, as stewards of the future of the global community of life, are precious
beings. Along with their physical bodies, they have within them an awakened consciousness of their membership in the global community of life

■ View ofeducation

It is important to look at the deeper issues of life and consciousness and to allow
adults and children to learn from each other about the essential matters of life

■ The
foundation’s
educational
values

1. Reverence for life
●Respect for all forms of life, in a way that transcends discrimination between self
and others ●Autonomy ●Choice, resolution, decision, and execution●A positive view of one’s self ●Respecting life as it is and trusting in this life

2. Respect for all differences●Accepting and respecting the multiplicity of individual personality traits●Understanding and respecting other cultures ●International understanding●Cultivating a spirit of tolerance and altruism

3. Gratitude for and coexistence with all of nature●Understanding the earth ●Appreciating the various aspects of nature●Cultivating a sense of unity with nature●Realizing the wisdom of a sustainable lifestyle

4. Harmony between the spiritual and material●Breaking away from an overly materialistic value system●Promoting understanding of spiritual values ●Understanding the human heart andhuman feelings; putting store in matters of the heart and spirit●Recognizing the importance of easy-going rhythms, eliminating excessive competition;
nurturing an attitude of cooperation and collaboration

56

EARTH KIDS SPACE

■ Educational
programs

The foundation executes programs aimed at realizing the spirit behind the “Declaration for All Life on Earth.” From a variety of highly respected educational values, thefoundation identifies those which it feels will alleviate the deficiencies that are particularly prevalent in today’s world. It considers this task to be particularly pressing
and takes action to deal with these deficiencies in creative ways.
In carrying out its programs, the foundation places an emphasis on safety and on establishing environments of friendly informality where lives can intersect in personal
ways. Such human contact inspires trust, a sense of safety, positive views of one’s
self, and the ability to communicate. By elevating these reactions into an acceptanceof universal love, harmony and appreciation, the foundation is seeking to nurture
persons capable of creating peace in the future.

Outline of the “Declaration for All Life on Earth”

Philosophy

Human beings are members of a global community of life; they must cultivate an awareness of their
responsibility and mission toward this community and carry out this responsibility and mission

Objectives

Transcending all confrontation and discrimination and creating a peaceful and harmonious world
based on enlightened views and ideals

GeneralPrinciples

Practice13

2
4

Reverence for life

Respect for all
differences

Gratitude for andcoexistencewith all of nature

Harmony between thespiritual and material

As individuals:

Building at the core of one’s self a heart of love, harmony
and appreciation

In our specialized fields:

By integrating the knowledge, skills and capabilities ofvarious specialists, building a cooperative structure that cancontribute to the realization of world peace

As the young generation: Joining with adults and children in learning from one
another; carrying out roles as stewards in the creation of apeaceful future

Earth Kids Space ◎ Report on Operations for Fiscal 2005

57

Basic Precepts of the Earth Kids Space Program

A correct understanding of children
n recent days, there has been much discussion about one or another aspect ofchildren’s education. But these discussions, nomatter how often they occur, will never result ina solution because they are based on adult condescension toward children. Children, in their basic
state, are revealing the truth. We should underline
this: children are inherently equipped with all thenecessary tools for living. They provide infi nite
love, joy and happiness to those around them.
They inspire hope and remind us of the preciousness of life. The birth of a single child brings hopeI

to the hearts of many and becomes a light. Children teach us about the beauty, the preciousness
and the nobility of life itself. They are intuitively
knowledgeable about all things. The idea that
adults must be powerful protectors of children is a
total misconception. On the contrary, when adults
become overprotective, it gives rise to defiant attitudes and many other distortions in children. If
adults are always respectful of children, and if theytreat even the littlest child as a person with an individual character, that child will fully realize his
God-given talents.

Treating children with respecthildren can show us some amazing abilities

C that are worthy of respect, and that no adultcan hope to surpass. No grouping of esteemedscholars or educators, for example, can be moretotally absorbed in some activity or show more innocent wonder than children. There is something
in the delightful presence of a single baby that defies comparison. No panel discussion by scholars
or educators on the topic of selfless love can, in theend, be more than armchair theory. But if a baby
participates in that discussion, simply by being
placed on the table, the scholars and educators will
be no match. The baby’s very presence, and its innocence and selflessness, will suddenly provoke
love, joy and happiness in people’s hearts—andinduce a mood of peacefulness.
hildren are strong, hardy, and full of the
C power of life. As evidence, we can point to
the phenomenon of children and adults who are involved in airplane accidents, earthquakes or otherdisasters. Under exacting the same conditions,
it is invariably children, not adults, who are mi-

58

EARTH KIDS SPACE

raculously pulled from the wreckage or rubble andsurvive. The infants and children, whom adults
believe they must protect, survive. Those whoare supposed to be doing the protecting all die.
Adults, who are possessed of so much knowledge
and experience and who know all there is to know
about the world, die. Why? It is because babies
and children are being themselves and living as
they really are. In their totally natural state, there
is no unnatural exertion, only a pure expressionof the great life force. In this way, they are able totap into their unlimited intuition and wisdom andcontinue to live. All of this is inevitable. In young
children, there is absolutely no unnatural exertion,
conflict, or attachment. If we recognize the inherent preciousness of children and give them respect,they will always mature in positive and healthy
ways. It is important for parents always to respect
the character and the will of their children. If children are brought up with respect, they will nevergo astray or take the wrong path. They will be able
to live in accordance with the principles of nature.

Respect is the driving force behind life
ll human beings wish to be recognized for
who they are. They can live only when they
believe that their lives have value. If the value of
their lives is ignored, they lose the will to live.
There is not a single human being who can live
without the respect of another person. Respect isthe sole energy which is worthy of human life. Ourdefinition of respect is not that which is awarded
to someone who has done great work, or has become a great person, or has achieved great things.
Respect, instead, means to esteem and honor another person’s very life. The life of each memberof the human community is sacred. To begin with,
we must endeavor mutually to respect those withwhom we come into contact. Before insisting on
having one’s own way, or criticizing another person’s faults, or blaming another person for his or
her mistakes, we should first feel respect for that
other person. We should demonstrate such respect
by enhancing the dignity of life. This should beAdone by expressing and conveying one’s joy in thewonder of that person’s birth. Only in this way will
the other person be able to live with confi dence
and pride, and be able to accept the duties and responsibilities that are incumbent upon him or her.
In addition, that other person will become someone capable of showing love and tolerance and of
adopting an attitude of kindness and compassion
toward those nearby.
he importance and necessity of being reT spected are more important than we generally believe; respect is deeply connected with, andhas a great impact on, a child’s destiny. For humanbeings, what is important is respect. Respect is esteeming and honoring a child’s very presence andhis or her very life. Only when a child is honoredand esteemed in this way will his or her limitlessabilities flower. Genuine education can only takeplace when there is respect inside of love.

True learning
e are seeing a new definition of education

W emerge, one that is moving from the traditional excessive emphasis on knowledge to a focus
on experience. The heart of education hereafter
will be not how much knowledge one can cram
into one’s mind or how much one knows. Rather,
the question will be how many different experiences a person has had and how capable he or she isof considering matters deeply. True learning is not
simply a matter of remembering or accumulatingknowledge; it entails “recognizing,” “perceiving,”and “understanding” in each moment of our lives.

Children’s natural curiosity and strong impulse
to learn exist within them at birth. The important
thing is for adults and children—and adults andadults, and children and children—to mutuallypraise, honor and express joy in the very existenceof the other person’s life. Only then will it truly occur to people that they are living a full and happy
life, and that they exist and are living in the here
and now. What is important is that people truly
feel that life is joy itself; that it is hope; and that it
is a splendid and wonderful thing.

Earth Kids Space ◎ Report on Operations for Fiscal 2005

59

Qualities Cultivated through Earth Kids Space-based Education

Autonomy
The motivation and willingness totake responsibility for one’s duties and obligations
We are living during a period of major change, when the authority and responsibility traditionally vested in nation states, ethnic groups and religions must betransferred to the individual. This does not mean that individuals can live as theyplease, in a self-centered way; it means instead that they must achieve autonomy andthat they must recognize that they are members of a global community of life—and
that, as members of this community, each has responsibilities to bear and missions
to carry out. In cultivating the ability of each person to accept such responsibilities
and duties, what will be most critically needed are actions that enhance the reverence
for life. This means that adults must honor the wonder and beauty of their children’sbirth and convey this spirit of appreciation to them. This will allow children to livewith confidence, pride and a sense of responsibility.

Harmony
The ability to initiate communication and cooperation
There is a need for harmony in all aspects of life: harmony with one’s self; harmony with others; harmony between the needs of the heart and of the body; between
spiritual needs and material needs; between one’s self and nature. To achieve harmony requires that we communicate with the relevant “other,” be it yourself, yourfriends or your parents. Cultivating an ability to communicate with these others andfinding ways of coexisting with them is important. Nature achieves a remarkableharmony and moves in beautiful accord with natural laws. It is important for adults
to respect and honor the character and intentions of children. If children are respected and nurtured in this way, they will never go astray or take a wrong path. They will
be able to live in accordance with the principles of nature.

Method of Commencing Programs

Three Promises

1 Do not make a nuisance of yourself
2 Do what you can for yourself
3 Help others when you can afford to60

EARTH KIDS SPACEGlobal Understanding
A perspective that encompasses the entire
world and a spirit of appreciation toward the earth
In the arenas of power, wealth, and honor, and of knowledge, technology andeducation, there is a divide that separates peoples, nations and organizations between
the haves and the have-nots. Such a divide also exists between those that provide
such resources and those that receive them. The foundation is aiming to build aworld in which dualistic conflicts and discriminatory attitudes are transcended, andin which people recognize and respect different ethnic groups, races, religions, cultures, traditions and customs; and in which diversity is honored and experienced mutually with joy. It is when a spirit of appreciation for living on this earth arises thatthe path toward coexistence will emerge.

Love and Peace
A spirit that desires to be helpful topeople and society, and to contribute to peace
The supreme mission of every individual is to build a spirit of love, harmony andappreciation at the core of his or her being. From children, adults have some wonderful things to learn; and together they must live the kind of lives that will enhancesuch qualities—we speak here of children’s purity, innocence, cheerfulness, wisdom,
intuition and so on. It is only when the very existence and the very life of each childis honored and esteemed that the child’s limitless abilities will flower. It is only whenrespect exists at the heart of love that genuine education can take place. And from
this, children will emerge to play robust roles as stewards in the task of building
peace in the future.

We begin all our events at Earth Kids Space with recitations of the foregoing statements.
And we have received many reports to the effect that these rules have had a real impact.
The three promises encompass qualities which Earth Kids Space seeks to cultivate, i.e.
“autonomy, harmony, understanding of the earth, love and peace.” When the children recitethese promises, they take them to heart and the staff notices that children make efforts toabide by them. This approach might be especially effective in elementary school settings.

Earth Kids Space ◎ Report on Operations for Fiscal 2005

61

Autonomy

Nurturing the motivation and desire to act autonomously

We are living in a period of major change, when the authority and responsibility that has
traditionally been vested in nation states, ethnic groups and religions must be transferred tothe individual. This does not mean that individuals can live as they please, in a self-centeredway; it means that they must achieve autonomy and must recognize that they are membersof a global community of life—and further that, as members of this community, each has
responsibilities to bear and missions to carry out. In cultivating the ability of each person
to accept such responsibilities and duties, what will be critically needed are actions thatenhance the reverence for life. This means that adults must honor the wonder and beauty of
their children’s birth and convey this spirit of appreciation to them. This will allow children tohave confidence and pride and to live a responsible life.

Imagining the future
Aims

Things toprepareProgramcontent

62

EARTH KIDS SPACE

In modern society, it is difficult to have dreams. But children will learn that, by
imagining a future, this very act of imagination will provide guidance as to whatmust be done to bring about the desired future. Children will learn that holding
idealistic visions in their minds can become a source of strength in building their futures. They will learn that by looking forward in this way they will be taking the firststep toward maximally realizing their hopes and potential in society. By using thismethod, we aim to encourage children to define their own dreams and to give them
the ability as adults to imagine, share, and take action to bring about a preferred
future for their societies. Finally, the exercise will awaken them to the fact that ourlives today and the way the future evolves are connected.
Mozoshi paper (construction paper); colored pencils, highlighting pens, crayons, etc;
origami; scissors; paste (and any other materials that are deemed necessary).

(1) Divide participants into groups of three to four children; smaller groups encourage greater participation.
(2) In their groups, the children will discuss what kind of towns they wish to live inand then draw images of these towns on mozoshi paper or construction paper.
(3) After completing these drawings,
the children will be asked to draw
where they are in these future
towns and to say what they are
doing.
(4) Each group will then present theirwork to the other groups.
(5) Afterwards the respective drawings will be combined, creating asingle world.

•The exercise can be extended to imagined interactions among the respective
communities.
• Singing “Sekai ni hitotsu dake no hana” [Each flower is Unique Flower in the
Whole World] would be a good way of concluding the event.
<Program for middle and high school students>• Divide participants into groups of four to five students.
• In the center of the mozoshi paper, the students should write down the words:“The community that we project in xxx years” and encircle them with a highlighter pen. Based on ideas that arise from simulations about this projected future, thestudents should then write down in the space around these central words anythingthat comes to mind about what their community will look like in xxx years.
• On another piece of mozoshi paper, the students should write down the words“Our ideal community xxx years later” and encircle them with a highlighter pen.
Each person should then consider the kind of future he or she would prefer andwrite down descriptions of this ideal community around these central words.
• The students should then compare the two sheets of paper and identify what thedifferences between the two are.
• They should then consider what should be done to bring about the preferred
global community, writing down their ideas on the second sheet and encircling
them with highlight pens.
• Each group should then compare their respective sheets and discuss any ideasthat arise from this comparison.

Applications••

Key skills
cultivatedImagining the future of their town in groups cultivates communication skills.
By presenting their thoughts to other groups, the children will develop presentation skills.
Care should be paid to see that all children are participating.

•

Discrimination-free society
World population over 8 billion

Achievement of
universal literacy

Greater NGO activity

Food shortages in China and Africa

Elimination ofschool systems

Escalation of ethnic conflicts

The forecasted global
community in 30 years

Widening of
the rich-poor divide

Further conversion of free garbage
collection to paid service

Elimination of hunger

Realization of the connection

The ideal global
community in 30 years

Further deforestation

Disappearance of minority languages

Increased human cloning

Submerging of countries
due to global warming

Reunification of Korea

Rediscovery of the value of agriculture

A recycling society that doesn’t
destroy the environment↑

Threat of nuclear war

Geo-environmental degradation

Spread of videophones

Improvement of the position of women
Elimination of automobiles → A simpler society

Multiculturalism→

Widespread use ofelectric automobiles→

Larger ozone holes→ Greater incidence of skin cancer

Multilingual education

World peace, elimination of weapons↑
True dialogue at the UN

Children leading happy lives↑

Abolition of superpowers’ right of veto

Being skeptical about the mass media

Earth Kids Space ◎ Report on Operations for Fiscal 2005

63

One Million Volt Life
Aims

In their constant moment-to-moment changes, all living things express a joy
and creativity which are innate to life—young leaves on trees, beautifully blooming
flowers, actions brimming with vitality, happy voices. They are the brilliance of life
itself. People go through many things in their lives. In every life, however, humanbeings encounter moments when they become acutely aware of this kind of innate
joy and creativity—as, for instance, when they act courageously to help friends or
courageously take on challenges that extend the boundaries of their own lives. Despite illness and obstacles, this innate joy and creativity persists. And this special
something about life envelops not only the person experiencing it but also friends
and others who come into contact with that person. In this segment of our program,children will learn that life continues to exhibit this kind of innate joy and creativity
at all times and in all places—and will learn about the greatness of their own lives.
The program aims to make children aware of this special something in themselves—of their likes, of what excites them.
Forms to fill in (as noted below); pens, pencils, etc.

Things toprepareOne-million Volt LifeName

I’m Hiroshi’s life. Whenever Hiroshi moves his arms andlegs, studies, or eats, I’m always fi lling him with a onemillion volt life.
Every time that Hiroshi became troubled or sick, I madehim feel better by giving him one million volts of life. However, Hiroshi sometimes forgets that I’m inside him. It is thosetimes that I can’t fill him with a one-million volt life.
What times have you been able to experience a one-million
volt life?

What words can be said to fill Hiroshi with one million voltsof power? Also think of other times when power is released.
Times when power is released
Winning a game
Failing a test
Falling ill
Making a new friend

64

EARTH KIDS SPACE

Words for a one-million volt lifeProgram
content

Applications(1) Participants will read the story entitled the “One Million Volt Life” which isprinted on the form distributed to them.
(2) Participants will write down their thoughts and reactions on these forms; if writing down these thoughts is difficult, staff will provide examples.
(3) The children will share with others what they have written down under the categories of “what I like,” “my five senses,” and “one million volt life”.
At this point, children could be made aware of certain special characteristics ofwhich they had not been aware: for example, a characteristic such as “I speak in aloud voice.” One idea might be to have competitions that highlight these special talents.

The Things I LikeMy Five Senses
I like to look at

I like to listen to

I like the taste of

I like the smell ofI like to touch

Earth Kids Space ◎ Report on Operations for Fiscal 2005

65

Encouraging a fresh awareness of Japanese culture and spirit of harmony
Encouraging a fresh awareness of Japanese culture will contribute significantly to the formation of personal identity. If children can feel confidence and pride in their identity, it will be easier for them to live
a responsible life. To put it differently, the formation of identity isclosely related to autonomy. Here, our focus is on what children canlearn from two activities that symbolize Japanese culture: tea ceremony and aikido.

The spirit of tea ceremony: the spirit of hospitality
Upon accepting the Culture of Peace Special Award from the Goi Peace Foundation, Dr. Genshitsu Sen said the following: “Human beings, indeed all humanity,
can achieve happiness by taking the spirit of nature into their hearts and by living inpeace, consideration and compassion for one another, and avoiding hurting one
another. This thought occurred to me in a flash one day and I realized that it represented the essence of the tea ceremony.” Since that sudden insight, Dr. Sen has been
propagating his philosophy of “peacefulness from a bowl of tea,” working tirelessly
to spread the culture of tea and to promote global peace. Sen no Rikyu, Dr. Sen’s forbearer, expressed the spirit of tea in four characters: “harmony, respect, quiet, simplicity.” In the everyday lives of modern Japanese, it has become difficult to appreciate the value of Japanese culture and “its spirit of harmony.” The tea ceremony
provides a good opportunity to gain an appreciation of these values.
Aims andkey skills
cultivatedThrough drinking a bowl of matcha [green powdered] tea, participants experience the spirit of the tea ceremony, learn its etiquette, and become familiar with thebackground behind the various implements used. They learn the value of coming
into contact with Japanese culture and begin to see what “tea’s spirit of harmony”
means.
• Kissa: in tea ceremony, drinking a bowl of matcha tea is called “kissa,” whichmeans that one does not simply drink tea but rather that one “puts one’s heart into
drinking it.” After the first small mouthful, the feeling is one of “thank you,” where
the person thinks about the blessings of this world and of people and things; after
the second small mouthful, the thought is of “okagesama de,” of how he or she owes
the present moment to the efforts of so many others. In this way, the person drinking
the tea seeks to nurture his or her spirit by first creating a generous and open frameof mind. After finishing the tea, with the third sip, the person carefully views the tea
bowl, an action that indicates respect for the life contained in it. The formality surrounding the drinking of matcha tea exists as a way of allowing a person to enter thisframe of mind.
• Life: the instructor made the following comment to the children about looking at
tea bowls: “When you hold the bowl high above your head to examine it you may
start to get dizzy...you may feel as though you will drop the bowl...so, hold the bowl
at knee level, where you can look at it quietly and with care.” When one considers
the sequence of events that began with a clump of clay and about how that clay was
turned into a shape that is now a tea bowl, it makes one sense something that cannot
be expressed in words—a something which emerges from voices and effects that nolonger can be seen: the clay, the power of the fire, the craftsman, the feeling of careinvested into the piece. From time immemorial, the Japanese have called this some-66

EARTH KIDS SPACEthing “soul” or “heart” and have shown great respect for this living spirit in people
and things. When one uses or holds a tea bowl or any other implement in this spirit,
the position and movement of one’s hands become naturally respectful. Formal teaserving manners were developed through this spirit. Looked at in this way, doesn’t
everything begin to shine with a kind of joy and creativity of life, be it a blade ofgrass along the side of a road, or a grain of rice, or animals, or friends, or the people
around you?
• “Boil, spirit, boil”—words of Sen no Rikyu: The tea ceremony is an occasion
where tea and sweets are enjoyed, along with flowers and conversation; as such it offers participants a quietly comfortable experience. With these expectations placed
softly in one’s heart, the person enters the room where the tea ceremony will occur.
From the simple act of sitting beautifully in that room and enjoying sweets and thetea, an incomparable feeling of peace and happiness arises. Rikyu described this in
his teachings as “boil, spirit, boil.” When the water in the kettle cools off, it can beheated by adding more charcoal to the brazier, enabling participants to enjoy thedelicious taste of tea again. In the same way, when one’s heart loses warmth becauseof loneliness, grief or pain, Rikyu taught that one’s spirits could be revived by adding
charcoal to the heart, as it were, so that the person could see beauty and happiness inthings once again. This spirit eventually led to the “wabi, sabi” [austere refinement,
quiet simplicity] esthetic that is at the source of Japanese culture. It is the spirit thatinspires the Japanese people to live happily and in a spirited way.

The spirit of aikido
Nature ofpractice

Aikido is a modern art of self defense founded by Morihei Ueshiba, who after
penetrating the deepest mysteries of traditional Japanese martial arts, took on further difficult spiritual training and elevated the “art” of self defense into a “path.” Inaikido, one does not uselessly contest another person’s strength. Through techniques
born from “entering” Irimi and other body movements Taisabaki, the practitioner of
aikido only aims to control another’s violence and never takes that other person’s life.
It is a way of martial arts that suits the modern age because it promotes respect forhuman life. This is why aikido is known as the peaceful way of martial arts.
Aikido does not have tournaments. Through repeating techniques in ways appropriate to each person’s level of proficiency, aikido practices aim to train both thespirit and the body. Its methods seek to instill politeness, to polish techniques, totoughen body and mind, and to teach people how to become praiseworthy human beings. The purpose of practices is not simply to hone technique, but rather to promotea correct understanding of the way of martial arts and a proper appreciation of theimportance of traditional Japanese culture.

Earth Kids Space ◎ Report on Operations for Fiscal 2005

67

Harmony

Nurturing the ability to communicate and cooperate

There is a need for harmony in all aspects of life: harmony with one’s self; harmony withothers; harmony between the needs of the heart and of the body; between spiritual needs
and material needs; between one’s self and nature. Achieving harmony requires first that we
communicate with the relevant “other,” be it yourself, your friends or your parents. Cultivating
an ability to communicate with these others and finding ways of coexisting with them isimportant. Nature achieves a remarkable harmony and moves beautifully in accordance withnatural laws. It is important for adults to respect and honor the character and intentions of
the children. If children are respected and nurtured in this way, they will never go astray ortake the wrong path. They will find ways of living in accordance with the principles of nature.

Turning on happiness lights
Aims

This event will enable participants to discover and contemplate their good points
and to feel the joy that comes from having others write good things about them. They
will realize that if people recognize each other’s strong points, mutual good feelings
will arise among them.
Construction paper; markers; color pencils

Things toprepareProgramcontent

68

EARTH KIDS SPACE(1) The instructor will write down his or her name and draw a picture of his or her
face on a piece of paper for children to use as a sample.
(2) The children will then do the same on paper distributed to them.
(3) On each of these sheets, the children will write down around the pictures of theirfaces what they consider to be their strengths and good points. For example, they
can say “I am spirited” or “I am cheerful and fun to be with”.
(4) After this is done, each child will turn to his or her right and ask the person sitting there to write something positive about him or her. By having a number ofchildren do this, creates an atmosphere that is conducive to writing
about strong points. Children should
be urged to write about others in exchange for others writing about them(5) Children should have as many otherchildren and adults as possible write
down what is good about them.
(6) With these exchanges completed, thechildren will make presentations to
the rest of the group.

Key skills
cultivated

Applications

Before beginning this exercise, event organizers should make an effort to establish an atmosphere which promotes the natural use of positive language. They
could do this, for example, by having someone read picture books or other books
that contain beautiful and positive language. When a child is unable to come up withanything that is good, adults should help out by articulating the good points aboutthat child and conveying them to him or her beforehand. In this way, the child will
gradually discover and accept his or her own strong points. Even children who areembarrassed initially will feel less hesitant about praising others as the mutual praisecontinues. What is important is for them to experience the process.

■ Using paper fans and photographs
After learning the basic method described above, one can add variations to theexercise by changing the material used.
Example (1): Replacing construction paper with paper fans, which can be cut out
from paper files, with plastic knives used as handles.
Example (2): Replacing drawings of faces with photographs. Rather than drawing one’s own face, photographs can be pasted onto the paper.
■ Using the words “switching on the light of happiness”(1) Cut hearts or other designs out of colored construction paper and pin these insignias on the chest of each child. Distribute around ten shiny stickers to every
person. Pin angel’s wings on the back of each child on which have been written
positive words (wings which the children themselves can make).
(2) With these seals in their hands, the children should then pair up with a friend
and begin exchanging positive words about the other person. Before the children
start, they should be given an example, such as: “xxx, you are wonderful because
you are always lively,” etc.
(3) After the exchange with the first partner has taken place, the children will thensay “Turning on the happiness lights” and place a seal on the other child’s insignia. After receiving his or her seal, each child should say “Thank you” and moveon to partner with someone else.
(4) To the extent possible, children should be encouraged to make exchanges with allof the other children. Allotting generous amounts of time and making it a gameare an effective approach. The latter can be achieved, for example, by saying“Let’s see how many happiness lights can be turned on before I say stop”.

Earth Kids Space ◎ Report on Operations for Fiscal 2005

69

Everyone works on a puzzle
Aims

Things toprepareProgramcontent

70

EARTH KIDS SPACE

Completing the puzzle will require cooperation. This process will be immensely
helpful in encouraging participants to think about what their respective roles shouldbe. If those working on the puzzle can just catch on to the fact that cooperation
rather than competition is necessary, it should not take too long to complete the task.
After participation in this exercise, it would be worthwhile for participants to discuss
the issue of “cooperation and competition.”
Square pieces marked A through E; five envelopes (as shown in the diagram, organizers should prepare five square shaped cards. Pieces marked “A” should all beplaced in the first envelope, those marked “B” in the second, those marked “C” in thethird and so on.)(1) Divide participants into groups of five.
(2) Distribute five envelopes, each containing square cards marked A to E, to eachgroup.
(3) Each group will then be told that the purpose of the exercise is to create fiveequally sized square shapes, and that the following two rules will apply: While the groups are creating their square shapes, there can be no communication, either verbally or by other means.
 No square pieces may be given to another person nor taken from another person. Pieces that are not needed are placed in the center of the table and thosethat are needed are taken from the center of the table.
❉ For primary school children in the lower grades, the first rule may be ignored
and they will be allowed to talk among themselves.
(4) Groups that have completed the task will raise their hands to indicate that theirpuzzles have been completed.
(5) After completing the square shapes, the groups will discuss the issue of “cooperation and competition”.

Key skills
cultivated

Applications

The above discussion can proceed on the basis of the following kinds of questions.
● “How did a person who finished in a fast group feel?”● “How did a person who had difficulty with the task feel?”● “What kinds of things during the exercise made you feel the need for cooperation?”● “Did a person with leadership qualities emerge in the group?”Among children in the lower or
middle grades, it will not be uncommon to see children express pridein having completed the task or expressing satisfaction at having been
helped. On the other hand, somechildren will express disappointment or anger or possessiveness.
What is important is that children
understand that solving the puzzle
was not something that could havebeen done alone.

Puzzles for children in the lower and middle grades of primary school
The following kinds of puzzles should be used for children in the lower and middle grades of primary school. Because there are multiple solutions rather than only
one, the puzzles will be easier for younger children to complete. This will lessen thedisappointment that they feel when they are unable to find solutions. The rules of thegame are basically the same as described in the previous page. However, because thechildren will be allowed to talk, it will be easier for them to find solutions. And because square mounts will be provided, it will make it easier for children who are notyet familiar with the abstract concept of “square” to complete the task. The exercise
is also an extremely effective way of helping children learn about geometrical forms.

(Puzzles for children in the lower and middle grades of primary school)

Earth Kids Space ◎ Report on Operations for Fiscal 200571

Flower arrangement
Aims

Things toprepareProgramcontent

Key skills
cultivated72

EARTH KIDS SPACE

By giving the children a generous amount of time to work on their arrangements,
they will be allowed to experience that certain “something” which arises from a
dialogue with flowers. With sufficient time, they can devise arrangements that emphasize the beauty of the flowers and the joy and creativity of life. Because in flower
arrangement, there are no superior or inferior, or skillful or unskillful result, the children can express themselves freely according to their own preferences—and that if
the children like something, it has value.
Flowers; flower arrangement and basket; bucket; water; construction paper to create
message cards; pen, etc.

(1) Provide names of flowers and describe their distinguishing characteristics(2) Provide examples of how flowers should be secured, and explain how they should
be arranged to take advantage of their characteristics.
(3) Children then attempt their own arrangements.
(4) On construction paper cut into the shape of cards, the children will write messages.
(5) The card is attached next to the flowers with a piece of wire.
Besides adding spiritual richness to children’s lives, the act of arranging flowers
teaches that if an arrangement is to their liking, it has value, and that there is no suchthing as a superior or inferior, or a skillful or unskillful outcome. From that perspective, flower arrangement is clearly an activity that carefully respects the existence ofeach child. And, because an arrangement can become a gift, it can be a way of expressing appreciation, by attaching a card to the completed arrangement. Each childcan create his or her own world. This world is different from everyone else’s, onethat he or she can learn to value. Children will sense deep down that while there willbe “differences” in the work produced, there will be no “discrimination” on the basisof it.

Fragrances as Therapy—“Seeing” Scents, “Seeing” the Heart
Aims

Things toprepareProcedure
for mixing
fragrances

Key skills
cultivatedFrom fragrances, children are able to let their imaginations go to work and to create their own worlds. These worlds will be different for each child, but he or she willlearn to value these differences. In creating fragrances, there are no superior or inferior outcomes, no outcomes that are more skillful or less skillful. Children will sense
deep down that while there will be “differences” in what is produced, there will beno “discrimination” on the basis of it.
Five types of essence, extracted from flowers; abeaker; dropper; fragrance mixing form; pencils,etc.
(1) Provide fi ve types of fragrances, extracted
from fl owers. Do not let the children know
the names of the flowers; just allow them toenjoy each fragrance. Then have the children
record what each fragrance brings to mind; it
can be colors, scenery, stories or other things
they associate with those fragrances.
● The five fragrances are:jasmine; rose; lily of the valley; hyacinth;orange(2) When the children have completed describing the associations created by thefragrances, they will choose their favorite fragrance and decide what other fragrances to mix with it and in what amount. In measuring these amounts, the children will use a number between one and five.
(3) The children will then mix the fragrances in the ratio decided upon.
(4) Finally, the children will be informed of the names of the flowers from which thefragrances were derived.
The children are not told the names of the flowers for a reason, which is to avoid
having anything interfere with a child’s free associations, whether it be the use of hisor her mental faculties to guess the names of the flowers or preconceived ideas about
each flower. The greater the gap between the name and the associations produced,
the more interesting the result. The important thing is to respect what each childfeels and imagines. The staff should carefully handle the fragrances that the children
create. The images that arise in each child’s mind will be reflected in the fragrancesthat he or she creates. Hence, “seeing fragrances” amounts to “seeing the heart.”

Instructor: Fumie Yamashita, author of
Shiawase wo Yobu Kaori no Therapy[Happiness Arousing Fragrance Therapy] ,Hon no Ki Publishing
Earth Kids Space ◎ Report on Operations for Fiscal 2005

73

Global Understanding
A perspective that encompasses the entire world
and a spirit of appreciation toward the earth

In the arenas of power, wealth, and honor, and of knowledge, technology and education,
there is a divide that separates peoples, nations and organizations between the haves andthe have-nots. Such a divide also exists between those that provide such resources andthose that receive them. The foundation is aiming to build a world in which dualistic conflicts
and discriminatory attitudes are transcended, and in which people recognize and respectdifferent ethnic groups, races, religions, cultures, traditions and customs; and in which
diversity is honored and experienced mutually with joy. It is when a spirit of appreciation
about living on this earth arises that the path toward coexistence will emerge.

Life of immeasurable value
Aims

Things toprepareExplanationofthe above74

EARTH KIDS SPACE

This program is based on Prof. Kazuo Murakami’s book, Sekai wa Hitotsu no
Seimei kara Hajimatta [The World Began from a Single Life]. It seeks to teachchildren about the miracle that is the birth of life—about how life emerged fromthe immensely long histories of the earth and the universe, which are now 3.8 billion and 15 billion years old, respectively. Children will learn that although there are
more than 30 million living things on the earth, they all share the same genetic code
and all split off from a single life form. This exercise will also make the point thateach individual, with his or her wonderful potential, is an existence of immeasurable
value.
The simpler version of Sekai wa Hitotsu no Seimei kara Hajimatta; video tape ofProf. Murakami’s lecture; color balls on which are conspicuously written the namesof the four nitrogenous bases found in DNA (thymine, cytosine, guanine and adenine); objects consisting of animals attached to strings; a large “life bag,” in whichto place the animals; a “life code box,” on which a heart insignia has been attached;
life code messages.
● Handmade objects consisting of animals attached to strings: as evolution progresses from fish and insects to reptiles, birds and mammals, the children will
attach toy versions of these animals to strings. At the very end, they will attach
human beings (dolls). This hand-made object will represent the connection of alllife.
● “Life code box,” on which a heart insignia has been attached and life code messages: in the order in which the animals have been attached to strings, “life code
messages” should be created. To remember the proper order, each animal should
be numbered. A life code message should describe the characteristics of the animal; e.g., for a lion the message might be “has a long mane and sharp teeth andclaws.” This will constitute the life code message. The messages should be composed so that the children can guess the names of the animals. All these messages
should be placed in the life code box, which will be marked with the heart insignia.

Program
content

Kazuo Murakami,
Sekai wa Hitotsu
no Seimei kara
Hajimatta (Kiko Shobo
Publishing)

The video tape oflecture by Prof. Kazuo
Murakami, lecture
series videotape
from The Goi Peace
Foundation

Key skills
cultivated

Applications(1) The book, Sekai wa Hitotsu no Seimei kara Hajimatta should be simplified andthe video tape of Prof. Murakami’s lecture should be edited down to a shorter
version. The staff should prepare the items noted above.
(2) A staff member will then read from Prof. Murakami’s Sekai wa Hitotsu no Seimei
kara Hajimatta. Depending on the children’s ages, the staff person may wish toread sections from the English version as well.
(3) The video of Prof. Murakami’s lecture, shortened to seven minutes, will then be
shown. The staff should encourage the children to pay attention, perhaps with acomment like: “Please watch the video closely because we will have a short quiz
afterwards.” An offer of prizes for correct answers in the quiz might be a goodincentive. In any case, the staff should make an effort to encourage the children
to pay attention to the video.
(4) As described in Prof. Murakami’s book, all life is composed of four bases: thymine, cytosine, guanine and adenine. The children will be taught that types of life
are determined by how these bases align, with one combination resulting in a human being, another in a fish and so on. The four bases should be written down inlarge letters and displayed to the children. One effective means of doing so would
be to use colored balls with the names of the bases written on them.
(5) The children should then be shown the life code box, marked with the heart insignia, and the large “life bag,” in which animals have been placed—and thenshould be asked to think about what they might contain. The instructor might
say about the life code box that “It contains the codes of life” and about the large
bag that “It contains life.” He or she will then take out the message cards fromthe former and read them to the children, who will be asked to guess from those“codes” (information) what animals are being referred to. The instructor willthen take out from the large bag the animal that is “the answer” for each message(6) After all the animals have come out of the bag and the instructor has finally cometo human beings, all of the animals should be spread out in front of the children
to reinforce the idea that all of life is connected(7) Questions based on Prof. Murakami’s video should be prepared in advance.
These questions should be kept as simple as possible and be answerable with a“Yes” or a “No”, e.g., “Are all genes made of the same substances?”

Prof. Murakami’s book and video should be edited into easy-to-understand versions that suit the ages of each audience. Since the handmade objects are intended
to stimulate the imagination, the staff should talk to the children and explain to themin ways that make it easy for them to imagine the origins of life. Because this explanation will involve a discussion of genes, instructors should rely on visual aids toclarify what they are saying.
After the activity comes to a close, an effective follow up might be to use the“happiness light” activity discussed above in section (1) of this compilation.

Earth Kids Space ◎ Report on Operations for Fiscal 200575

Freddie the Leaf
Aims

Things toprepareProgramcontent

Key skills
cultivated

The changing forms of life, its cyclical nature, and the idea of rebirth are themesthat course through the book The Fall of Freddie the Leaf. By reading this book,children will be encouraged to think about the question “What is life?” Through thisstory of life, children will sense the energy and strength that are behind the dynamic,
moment-by-moment changes in life’s phenomena. By considering life at this basic
level, children will learn that all existence is interrelated.
Picture book; mozoshi paper (construction paper); origami; paint; crayon pastels;
cotton; leaves; nuts, etc. (material to be used for
handmade props)(1) Watch the musical “Freddie the Leaf.”(2) The staff should prepare a digest from The
Fall of Freddie the Leaf, by excerpting sections by season and summarizing these excerpts. This digest should be kept on hand foryounger children. Children who are capableof doing so should be asked to help prepare
their own digests.
(3) The children are divided into four groups,
one for each season of the year.
(4) Each group will read the parts of the digest
relating to their season and prepare propsthat illustrate the scenery of these seasons byplacing leaves, nuts, cotton etc, on mozoshi
paper or construction paper(5) The program will end with children reading their parts to the other children andpresenting their props to the entire group.
Viewing the musical will greatly help children gain an understanding of the bookand encourage them to use their imaginations. Also, the music and beautiful colors
that are woven into the fabric of the musical are deeply moving and will motivate
children to build their props. For programs that don’t use the video, the staff should
consider steps to promote understanding such as first reading the picture book andthen reinforcing the message with a follow-up reading of the digest.
•

Applications

76

EARTH KIDS SPACE

Everyone can read The Fall of Freddie the Leaf
together.
• Watch the musical “Freddie the Leaf.”• Using the basic story as their framework, thechildren can produce their own play.
• The staff can arrange an occasion for the presentation of this play.
Depending on the number of participants, thechildren can devise different plots and methodsof staging. While the musical produced for the stage was a large and beautifully
produced work which deeply moved its audiences, there is a need to set reasonable
goals for the play produced by the children. The point is not to produce a completed
work of art but rather to allow the children to sense a feeling of accomplishmentfrom cooperating on the project and to gain an understanding of the value of participation.

2005 Kids’ musical “Freddie the Leaf: the story of life”

Book:
Freddie the Leaf
— the story of life—
By Leo Buscaglia,
translated by Nana Mirai,
Published by Dowaya

Video Tape:2005 Kids musicalFreddie the Leaf
— the story of life—
Published by DowayaCD:2005 Kids musicalFreddie the Leaf— the story of life—
Published by Dowaya

Earth Kids Space ◎ Report on Operations for Fiscal 2005

77

Earth Kids Festival
Aims

Things toprepareProgramcontent

Key skills
cultivated78

EARTH KIDS SPACE

The sun, water, air, land, food...the many blessings of the earth enable us to live.
We are all lives that are rooted in the earth. The purpose of this event is to consider
with gratitude what we ordinarily overlook—the fact that all life is interrelated. It is
to convey to each other a feeling of appreciation and to celebrate this interrelatedness and this appreciation.

Several balls; pictures of things in nature, food, etc; earth balloons or picturesof the earth; cards on which to write words of appreciation (we recommend cutting
construction paper into the shape of hearts or stars to create these cards); highlightpens; colored pencils; scotch tape.
(1) Tape pictures of the sun, moon, trees, flowers, fruits, water, rice, etc. on to thefloor. Baskets may also be arranged around the floor as receptacles for balls.
(2) The children should stand in a line and throw the balls, aiming at the pictures orthe baskets.
(3) For the pictures that the balls land on, the children will write “thank you” on theircards. For example, they could say “Thank you, Mr. Sun, for your warm light.”
The children could also tape their cards to the pictures that are hit.
(4) If children wish to write on other pictures, they can throw the ball as many times
as they wish and write as many “thank you” cards as they wish.
(5) The children should then paste their completed cards on any part of the earth balloon or the picture of the earth.
(6) After pasting their cards to the balloon or the picture of the earth, the children
should select a few and read them to the rest of the group.
❉ After completing the event, the children can gather around the earth and say“Thank you, Mr./Ms. Xxxxx,” sing songs, and have their afternoon snacks.

Besides ball throwing, other methods should be devised to add a game element to
the exercise. As many of these methods as possible should be used to increase enjoyment and to facilitate expressions of “thank you” by the children.

Create-a-face game in a foreign language
Aims

Things toprepareProgramcontent

Applications

This is an activity that adapts the rules of fukuwarai, the “create-a-face game.”
It can be used as a fun way of interacting with people from other countries. In thisgame, children will learn the importance of cooperating with each other in a fun task
while putting concerns about winning or losing aside. The goal of this game is tocomplete a face. By participating in this game, children will cultivate positive emotions about their groups. The children who are blindfolded will cultivate an ability
to listen carefully to instructions. Through this event, children will not only increase
their vocabularies but also develop a clearer understanding of spatial relationships.
Cloth or towel for blindfolds; a large outline of a face drawn on a piece of paper;parts of a face (eyes, nose, mouth, etc.) created out of construction paper; the words“right, left, up, down” written in a foreign language (written on the spot on a blackboard or a sheet of paper).
(1) Foreign visitors will teach children how to say eyes, nose, mouth, etc. in theirnative languages. In certain cases, depending on the age of the children, the children will also be asked to learn words for “right, left, up, down.”(2) The outline of the face may be taped onto a blackboard or onto the floor.
(3) One child at a time is blindfolded and must place the parts of the face on thedrawing. When handing the part to the blindfolded child, the other children will
say the name of the part in the foreign language: “This is a . . . .” When the childgets close to the correct location for the part, the other children should clap or
help the child adjust his or her directions with shouts of “right, left, up or down.”(4) After all the parts have been placed on the drawing, the child removes the blindfold and takes a look at the completed face.
(5) All the children should take turns pinning the parts on the face.
The event should be structured so that success will depend on the blindfoldedchild being helped by the other children. Drawings of animals or houses can also be
used. The game can also use objects that are more complicated and require many
more parts to be completed.

Earth Kids Space ◎ Report on Operations for Fiscal 2005

79

Love and Peace
A spirit that desires to be helpful to people and society,and to contribute to peace

The paramount mission of every individual is to build a spirit of love and harmony andappreciation at the core of his or her being. From children, adults have some wonderfulthings to learn; and together they must live the kind of lives that will enhance suchqualities—we speak here of children’s purity, innocence, cheerfulness, wisdom and intuition.
It is only when the very existence and the very life of each child is honored and esteemedthat the child’s limitless abilities will flower. It is only when respect exists at the heart of lovethat genuine education can take place. And from this children will emerge to play robust
roles as stewards in the task of building peace in the future.

Seeing the power of words
Aims

Things toprepareIn this event, children will sense the energy and the “soul” of language and will
begin to appreciate the importance of words. The advantage of this method is that,through experimentation, children will understand the importance of language in ascientific way and as a matter of felt reality. It will add concrete reasoning to teaching children moralistically that “you shouldn’t use ‘bad language’.” And when children understand the importance of language, one can expect a significant impact.
Once experienced, this awakening to the power of words will leave a strong impression. The program is easy to set up and to carry out. Children will be able to see
with their own eyes the importance of using good language. Rather than gain mere
knowledge from the results of an experiment, the children will learn experientiallyby conducting their own experiments over one-month period.
Cooked rice; bottles (two per child); alcohol for disinfection; labels; marker pen;book (to look up words)

Masaru Emoto,Messages from Water(HADO Kyoikusha Co., Ltd.
/I.H.M. General ResearchInstitute)

80

EARTH KIDS SPACE

Program
content

Results ofexperiment

Observations

Applications(1) Participants will be shown the results of an experiment carried out in the monthprior to the day’s event, in which two bottles, one labeled “thank you” and theother “damn you,” were used
(2) With the pre-event experiment as a model, the participants will begin to prepare
their own experiments
Preparation• Boil two bottles, or sterilize them using disinfecting alcohol• Look for words akin to “thank you” and “damn you”; write them on labels andattach the labels to the respective bottles• Take the bottles home; placecooked rice (white rice) in eachof the bottles. The children
should be told that each day they
are to say to the “thank you”
bottle the words that they havechosen for it; and to the “damnyou” bottle, the words that they
have for that bottle.
(3) After one month, the children
will be asked to bring theirbottles back to Earth Kids andexamine the results
The rice that has been spoken to in “damn you” type words has turned black andemits a rotten odor, while the rice that has been spoken to in “thank you” type words
has fermented and emits a fragrance akin to mellow koji (a fragrance of sake) [note:koji is steamed rice that has koji mold cultivated in it; it is the key ingredient in sakebrewing].
The theory that plants have consciousness is gradually gaining official acceptance. There is an unmistakable difference in the growth and development of plants
that, on the one hand, have been spoken to kindly and gently in words such as “I
hope you grow to be a strong and healthy plant” and, on the other, plants that havebeen subjected to angry language such as “I hope you just dry up and die.” Some believe that this is because the water inside the plants listens to music and words. That
is to say, some believe that the enjoyment that people feel when listening to music,
and the spiritual uplift that they get from this activity, are the result of changes in thestate of water in their bodies. This suggests that the vibration of music and words
being conveyed through the air have its greatest effect on water. And it is not only
water that is affected; microscopic organisms are also deeply related to this phenomenon. Like human beings, microbes work hard when they are praised; but when
they are belittled they fall into a “rebellious slumber.” Some believe that because
microbes have been subjected continuously to “thank you” and “damn you”-type
language, it has caused them to split into good bacterium and bad bacterium.
The effects are equally clear if one uses water or chocolate. When the experiment
was done on chocolate, the difference in taste was so remarkable that children let out
a cry of amazement.

Earth Kids Space ◎ Report on Operations for Fiscal 200581

International Day of Peace
Aims

What is theUnited Nation
International
Day of Peace?

Programcontent: 1

82

EARTH KIDS SPACEThe International Day of Peace is a good opportunity to turn one’s attention toward the world and to wish for global peace. It is also provides people with a chance
to recognize that many countries and diverse cultures exist on our planet.
We are aiming to create a world free of dualistic confrontation and discriminatory consciousness, a world in which all different races, ethnic groups, religions,cultures, traditions and customs are respected, a place where diversity is appreciatedand enjoyed. And we believe that developing a spirit of appreciation toward all living
things is the path toward coexistence with nature.

The UN has designated September 21st as the United Nations International
Day of Peace. On this day, attention is turned toward the universal ideal of peace,and programs aimed at promoting peace are carried out. Declaring it to be a day ofceasefire and nonviolence, the UN calls on people everywhere to halt all antagonistic
actions for one day. In commemoration of this day, a variety of events are held at UN
headquarters and other sites around the world.

● Holding Earth Kids visas, participants visit different booths in rally fashion; ateach booth, the children get their passports stamped.
Example:• Hand-drawn national flags• Creating ornaments out of stained glass• Pencil balloons• Handmade boomerangs• Friendship booths manned by foreign students❉ At these booths, the children learn from the foreign students how to say“hello,” “thank you,” “friends,” and “peace,” and also how to write their own
names, in the language of the students● These can be written down on paper that has been cut into the shape of leaves
and then hung on a Peace Tree which has been set up in the middle of the room.

Program
content: 2● Each child decides for him or herself which country’s picture he or she will paint.
● He or she will then paint that country’s national flag.
● In the language of each country, the child will write down greetings, “thank you,”etc. on the paintings of the national flag.
● Each child will then announce to the others the name of the country and the language that is spoken there.
● The paintings and words are taped in classrooms and other places, to serve as reminders of the country name and language.

r

Pogramcontent: 3● A picture of the earth drawn on mozoshi paper is placed on the floor. Miniature
flags of each country are prepared in advance● Participants are divided into two groups. Each group takes its position on one
side of the drawing● One after another, members of each group play paper-scissors-stone; the winner
after each face-off receives a miniature flag from the judge and lines it up on one
side of the drawing● Both teams read the names of the flags on their respective sides

Earth Kids Space ◎ Report on Operations for Fiscal 2005

83

Memo

84

EARTH KIDS SPACE

Try creating your own “Earth Kids Space Library” by drawing up a list of books
and music that you recommend!

Earth Kids Space ◎ Report on Operations for Fiscal 2005

85

86

EARTH KIDS SPACEVoices from the Network
Finally, we would like to share some words from scientists and educators who have been a part of
the Goi Peace Foundation network.
Regardless of the external situation, human beings require goals that areworth pursuing for their entire lives. Once such goals are established andpeople are engaged in their pursuit, they will consider all things in a positive
light. Seemingly small mistakes will be viewed as a necessary part of the process. And people will become accustomed to converting these experiences
into feelings of pleasure and extreme happiness. If they do so, the brain is
invigorated and motivation increases.
(The late Gen Matsumoto, neuroscientist)
Scientific discoveries are brought about by sensitivity, intuition and inspiration, and not by theory, reason and demonstration....We have begun to realize that laughter lowers one’s blood sugar count. Inspiration, joy and a senseof appreciation switch on a person’s good genes....Wishing for the happinessof the world’s people is a way of life that is in accord with nature.
(Kazuo Murakami, geneticist)

All tomato seeds, regardless of their shape, contain a wonderful powerof life. Making a judgment of that power based on the external shape of theseed is a materialistic stance that lacks the perspective of “life power.” I unequivocally believe that materialism and materialistic modern science are
mistaken. Materialism neglects this thing called life. Only by fusing with greatthings such as life, nature and the universe can science hope to make progress hereafter.
(The late Shigeo Nozawa,
scholar known for his development of hyponica propagation)
Today, mankind’s thinking and consciousness are lifting humanity to a newlevel. This new level is the level of consciousness that is referred to by the
Greeks as “holos,” which means “overall.” This is an area that requires thatentire systems be considered. For that purpose, the methods that have beenused to date, which have revolved around conflict, separation, and scattering
will be of no avail. This is because mankind overall is a single system.
(Ervin Laszlo, scientist and systems philosopher)
While keeping “education of the heart” completely neutral, we must base iton the highest moral and ethical standards. In this regard, we must eliminate
not only the worship of money and other materialistic doctrines, which lean
overly toward materialistic values. We must also eliminate superstitions andreligious standards and prejudices that arise primarily out of denominationaland sectarian perspectives. And if we set high values for our children, they
will naturally and voluntarily begin to learn in ways that realize those values.
There is no need whatsoever for tests and rankings. What is important is that
we promote values that enhance their spirituality. The supreme value is thehappiness of all people—world peace.
(Jagdish Gandhi,
educator and winner of UNESCO Prize for Peace Education)

Earth Kids Space ◎ Report on Operations for Fiscal 2005

87

Earth Kids is fantastic!
“You are welcome at our next event!”“Thanks, I’d like to come.”

Earth Kids Space
Ideas for Nurturing the Spirit and Life
Earth Kids Space Report on Operations for Fiscal 2005
Published: March 25, 2006
Published by:
The Goi Peace Foundation
Community Classrooms for Children Project“Earth Kids Space” Management Committee(Projected under consignment by The Ministry of Education,
Culture, Sports, Science and Technology of Japan)
Heiwa Dai-Ichi Building
1-4-5 Hirakawa-cho, Chiyoda-ku, Tokyo 102-0093, Japan
Tel: (03) 3265-2071 Fax: (03) 3239-0919• If you would like to reproduce material in this book,please contact the Goi Peace Foundation.

88

EARTH KIDS SPACEDeclaration for All Life on Earth■ PREAMBLE

The earth is an evolving living entity. Every
form of life on earth is an important part of thisliving entity. Accordingly, we, as individual
human beings, must cultivate the awareness that
we are all members of a global community oflife and that we share a common mission andresponsibility for the future of our planet.
Every one of us has a role to play in the evolution of our planet, and to achieve world peaceeach of us must live up to our responsibilities
and obligations. Up to the present time, few
people on earth have been fully satisfied withlife. We have faced conflicts all over the worldin competition for limited resources and land.
This has had a devastating effect on the global
environment.
As we enter the new millennium, more thananything else, the realization of world peace
depends on an awakening of consciousness on
the part of each individual member of the humanrace. Today, it is imperative that every humanbeing bears the responsibility of building peaceand harmony in his or her heart. We all have thiscommon mission that we must fulf ill. World
peace will be achieved when every member ofhumanity becomes aware of this common mission— when we all join together for our common purpose.
Until now, in terms of power, wealth, fame,knowledge, technology and education, humanity has been divided between individuals, nations
and organizations that have possession and thosethat do not. There have also been distinctions
between the givers and the receivers, the helpers
and the helped.
We hereby declare our commitment to transcend
all these dualities and distinctions with a totallynew concept, which will serve as our foundation
as we set out to build a peaceful world.
■ GENERAL PRINCIPLESIn the new era, humanity shall advance toward
a world of harmony, that is, a world in which
every individual and every nation can freely
express their individual qualities, while living inharmony with one another and with all life onearth. To realize this vision, we set forth the following guiding principles:
1. Reverence for life
We shall create a world based on love and harmony in which all forms of life are respected.
2. Respect for all differences
We shall create a world in which all different
races, ethnic groups, religions, cultures, tradi-tions and customs are respected. The worldmust be a place free from discrimination orconfrontation, socially, physically and spiritually— a place where diversity is appreciatedand enjoyed.
3. Gratitude for and coexistence with allof nature
We shall create a world in which each person
is aware that we are enabled to live throughthe blessings of nature, and lives in harmony
with nature, showing gratitude for all animal,
plant and other forms of life.
4. Harmony between the spiritual andmaterial
We shall create a world based on the harmonious balance of material and spiritual civilization. We must break away from our overemphasis on the material to allow a healthy
spirituality to blossom among humanity. We
must build a world where not only material
abundance but also spiritual riches are valued.
■ PRACTICE

We shall put these principles into
practice guided by the following:
As individuals
We must move beyond an era in which authority and responsibility rest in nation states, ethnic
groups and religions to one in which the individual is paramount. We envision an “Age of the
Individual”— not in the sense of egoism, but anage in which every individual is ready to accept
responsibility and to carry out his or her mission
as an independent member of the human race.
Each of us shall carry out our greatest mission
to bring love, harmony and gratitude into ourown heart, and in so doing, bring harmony to theworld at large.
In our specialized fields
We shall build a system of cooperation in which
wisdom is gathered together to derive the mostfrom technical knowledge, skills and ability invarious fields, such as education, science, culture and the arts, as well as religion, philosophy,
politics and economics.
As the young generation
In the 20th century, parents, teachers and society
were the educators of children, and the children
were always in the position of being taught. In
the 21st century, adults shall learn from the wonderful qualities of children, such as their purity,
innocence, radiance, wisdom and intuition, to
inspire and uplift one another. The young generation shall play a leading role in the creationof peace for a bright future.

that ca
nb
ings
Th
e

s of tomorrowult
adtoday for t
ne
he
do

The Program for Children’s Activities in
Local Community of The Ministry of
Education, Culture, Sports, Science andTechnology (MEXT) of JapanThe Goi Peace Foundation
TEL: 03-3265-2071 FAX: 03-3239-0919 E-mail: kids@goipeace.or.jp
Heiwa Daiichi Bldg., 4-5, Hirakawacho 1-chome, Chiyoda-ku, Tokyo 102-0093 http://www.goipeace.or.jp